USING VARIOUS SOCIAL CATEGORIES IN SELECTED LANGUAGE LEARNERS SPEAKING SITUATIONS

Slovenski knjižni jezik je zvrst jezika, ki se ga moramo naučiti. Slovenci se v domačem okolju najprej srečamo s krajevnim narečjem in šele kasneje, predvsem v osnovni šoli, spoznamo knjižni jezik. Zaradi tega je učencem lažje, če učitelj za učenje knjižnega jezika izhaja iz narečja. Učenci se knjižnega jezika naučijo s poslušanjem, z branjem in govornim izražanjem. Naloga učitelja v osnovni šoli je, da učence pouči in tudi postopoma navaja na različne načine govorjenja glede na okoliščine sporočanja in glede na sogovorca. Zaradi tega morajo spoznati narečje tudi kot eno izmed socialnih zvrsti jezika. Kajti šele ko imajo znanje o značilnostih knjižnega jezika in o značilnostih narečja, lahko izberejo pravilno zvrst jezika glede na sogovorca in okoliščine sporazumevanja. S tem je dosežen tudi cilj Učnega načrta za osnovno šolo, ki od učencev tretjega triletja zahteva, da ločijo knjižni in neknjižni jezik ter praktično obvladajo okoliščine, ki narekujejo rabo prvega ali drugega. V diplomski nalogi smo se odločili, da bomo naše teoretično znanje podkrepili tudi z empirično raziskavo, kjer smo natančneje predstavili krajevni govor Šentilj v Slovenskih goricah in krajevni govor Hoče. Raziskavo smo izvedli na osnovni šoli Rudolfa Maistra Šentilj in na osnovni šoli Dušana Flisa Hoče, ki je pokazala, da se učenci obeh osnovnih šol v domačem kraju največkrat sporazumevajo narečno. Knjižnega jezika se učijo v šoli, in sicer največkrat pri urah slovenščine s pisanjem, branjem in govornim izražanjem. Pri ostalih urah in pri sporazumevanju z ostalimi zaposlenimi delavci šole pa uporabljajo nadnarečno obliko govora. Zaključimo lahko, da je za govorno sporazumevanje res bistven govorni položaj govorca oziroma okoliščine sporočanja.The Slovenian literary language is the language which should be taught. The Slovene people themselves use local dialects first in their domestic environments while they get acquainted with the literary language later in their primary schools. That is why it is easier for them if their teacher uses dialects when introducing the literary language. Pupils learn their literary language by listening, reading and speaking. The task of the primary school teacher is to educate his pupils and get them gradually used to various ways of expressing due to communication circumstances and due to their co-speakers. Therefore dialects must be recognized as one of the social types of our language. When the characteristics of the literary language as well as dialects are adopted they are able to choose the right type of the language according to their co-speakers and communication circumstances. In this way the goal of the primary school curriculum is achieved. The pupils are namely expected to differ between the literary and non-literary language in their third term and to experience practicaly the circumstances when to use one or another. In the paper we decided to emphasise our theoretical knowledge by the emphiricle research where colloquial language of Šentilj in Slovenske gorice and that of Hoče were presented more precisely. The research took place at the primary school Rudolf Maister Šentilj and at the primary school Dušan Flis Hoče. It proved that pupils of both primary schools communicate mostly colloquially in their local invironments. It is the school where they learn the literary Slovene by writing, reading and communicating, mostly during the Slovene lectures. But they use the dialectical form of their language during other lectures of the teaching process and in their communications with other school workers. In conclusion, it is the position of the speaker or the communication circumstance that is essential for spoken communication