Fonološki razvoj početnika koji uče hrvatski kao strani jezik

master's thesis

• Title (english): Phonological development of beginners learning Croatian as a foreign language
• Author: Ana Matak
• Mentor: Zrinka Jelaska (mentor)
• Mentor: Ines Carović (komentor)
• Committee member: Igor Marko Gligorić (predsjednik povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Croatian language and literature); Zagreb
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Phonetics); Zagreb
• Defense date and country: 2023, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology; Croatian Studies
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology; Phonetics

Abstract

Često izostavljanje ortoepskih vježbi u nastavi stranih jezika te oskudna zastupljenost fonetskih tema u priručnicima za poučavanje stranih jezika navode na zaključak da je fonetski aspekt usvajanja stranoga jezika gotovo redovito zapostavljen u nastavi, dok se prednost daje rječničkom razvoju te usvajanju morfologije i sintakse stranoga jezika. Nastava u skupinama već zbog svojih osobina poput vremenske ograničenosti i veličine skupina često otežava rad na poboljšanju govornih i komunikacijskih vještina učenika, bez da se uopće govori o uvježbavanju pravilnog izgovora sviju glasnika stranoga jezika na nastavi. Individualna nastava, s druge strane, također je više orijentirana na usvajanje drugih aspekata jezika, nego na fonološki. Razlozi tome mogu biti raznoliki. Ako se ne uzimaju u obzir okolnosti na koje ni učitelji ni učenici ne mogu utjecati, često je riječ o nedovoljnoj svijesti učitelja, odnosno učenika o važnosti usvajanja pravilnog izgovora stranoga jezika, nedostatku učiteljevih kompetencija za pravilno provođenje ortoepskih vježbi ili o tome da ni sam učitelj nije dobar govorni model. Budući da sve osobine govora, a ne samo ovladavanje gramatičkim kategorijama, utječu na ukupni dojam o govorniku, za neke se svjetske jezike već uvelike počela buditi svijest o važnosti usvajanja dobrog izgovora. Broj pojedinaca koji žele naučiti hrvatski povećava se velikom brzinom, zbog čega se može pretpostaviti da će i ortoepske vježbe uskoro biti sve više implementirane u nastavu hrvatskoga kao stranoga jezika te da će dobiti na važnosti. Ovaj rad ispituje doseg fonološkog napretka dvaju početnika isključivo na temelju njihovih perceptivnih sposobnosti, bez provođenja ortoepskih vježbi ili metoda fonetske korekcije izgovora. Perceptivno su analizirane snimke napravljane tijekom individualnog tečaja u trajanju od 12 tjedana, gdje je svaki ispitanik pohađao po dva individualna online sata tjedno.

Abstract (english)

The frequent omission of orthoepic exercises in the teaching of foreign languages and the insufficient representation of phonetic topics in foreign language teaching reference books lead to the conclusion that the phonetic aspect of foreign language acquisition is almost regularly overlooked in language teaching, while the acquisition of vocabulary, morphology, and syntax are given priority. Due to time limitations and the size of the groups, in group classes it is often difficult to work on improving the students' speaking and communication skills, not to mention practicing the correct pronunciation of all the phonemes of a foreign language in class. Individual teaching, on the other hand, is also more oriented towards the acquisition of other aspects of the language than phonological. There are many reasons for this. Not taking into account the circumstances out of teachers' and students' control, it is often a question of insufficient awareness on the part of the teacher, i.e., the student, of the importance of acquiring the correct pronunciation of a foreign language, the teacher's lack of competence for the correct implementation of orthoepic exercises, or the fact that the teacher in question is not a good language model. Since all features of speech, not just the mastery of grammatical categories, affect the overall impression of the speaker, awareness of the importance of acquiring good pronunciation has already begun to rise in some world languages. The number of individuals who want to learn Croatian is increasing rapidly, which is why it can be assumed that orthoepic exercises will soon be increasingly implemented in the teaching of Croatian as a foreign language and their importance will become more prominent. This paper examines the scope of the phonological development of two beginners based solely on their perceptual abilities without conducting orthoepic exercises or methods of phonetic pronunciation correction. Recordings were made during an individual course lasting 12 weeks, where each subject attended two individual online classes per week, and they were perceptually analyzed.

• Keywords: fonološki razvoj; hrvatski jezik; korekcija izgovora; perceptivna analiza; strani jezik
• Keywords (english): Croatian language; foreign language; perceptive analysis; phonological development; pronunciation correction
• Language: croatian
• URN:NBN: urn:nbn:hr:131:980966
• Study programme: Title: Croatian Language and Literature; specializations in: Teaching; Course: Teaching; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije hrvatskog jezika i književnosti (magistar/magistra edukacije hrvatskog jezika i književnosti)
• Study programme: Title: Phonetics (double major); specializations in: Clinical Phonetics, Rhetoric, General Phonetics, Rhetoric and General Phonetics; Course: Rhetoric; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije govorništva (magistar/magistra edukacije govorništva)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2023-07-17 18:47:09