Utjecaj čitalačkih navika djece školske dobi na širinu vokabulara

master's thesis

• Title (english): Children reading habits and vocabulary knowledge
• Author: Elizabeta Kantoci
• Mentor: Mihaela Banek Zorica (mentor)
• Mentor: Arnalda Dobrić (mentor)
• Committee member: Tomislav Ivanjko (predsjednik povjerenstva)
• Committee member: Arnalda Dobrić (član povjerenstva)
• Committee member: Mihaela Banek Zorica (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of information and Communication sciences); Zagreb
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Phonetics); Zagreb
• Defense date and country: 2019-06-10, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Information and Communication Sciences; Library Science
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology; Phonetics

Abstract

Ovaj rad proučava povezanost čitalačkih navika i znanja vokabulara. Rad je podjeljen na teorijski i istraživački dio. Teorijski dio podjeljen je na tri dijela. Prvi dio govori o važnosti čitanja u ranoj dobi kao predskazivaču kasnijih čitalačkih navika, o načinima čitanja u 21. stoljeću, o čitalačkim navikama hrvatskih građana i načinima na koje se pokušava potaknuti građane da čitaju više. Drugi dio bavi se vrstama vokabulara, važnosti učenja vokabulara u ranoj dobi i načinima obogaćivanja vokabulara. Vokabular se obogaćuje čitanjem što upućuje na treći dio teorijskog dijela rada koji govori o učenju riječi uz pomoć konteksta te o vrstama konteksta kroz koje se uče nove riječi. Istraživanjem se željelo saznati postoji li kod djece povezanost između čitalačkih navika i znanja vokabulara. Uključeno je 37 učenika sedmih razreda koji su ispunjavali anketu o čitalačkim navikama, a zatim i test koji je ispitivao njihovo znanje vokabulara na 18 riječi koje su pronađene u popularnim dječjim knjigama, ali i čitankama za peti, šesti i sedmi razred. Test znanja vokabulara ispitivao je receptivno i ekspresivno znanje riječi pa su prema stupnju poznavanja određene riječi za svaki odgovor dodjeljivani bodovi. Rezultati su pokazali veliku nezainteresiranost djece za čitanje knjiga, a sukladno tome i veliko nepoznavanje riječi koje su bile ispitivane testom. Maksimalan broj bodova na testu poznavanja riječi bio je 54. Očekivalo se da će ispitanici u prosjeku poznavati značenje polovice od ukupnog broja riječi (27 bodova), a ispostavilo se da je najveći ostvareni broj bodova bio 33, što je tek nešto više od očekivanog prosjeka, dok je najmanji ostvareni broj bodova bio 2. Ipak, ispitanici koji su ostvarili najviše bodova na testu, u anketi su naveli kako vole čitati ili su barem nešto čitali u slobodno vrijeme. Rezultati testa poklapaju se sa školskim ocjenama. Najbolje rezultate ostvarili su odlikaši, zatim vrlo dobri učenici, a onda učenici koji prolaze s ocjenom dobar.Većina ispitanika navela je kako ih kod kuće potiču da čitaju više knjiga ili bar lektiru, a oni učenici čiji roditelji čitaju, uglavnom i sami vole čitati.

Abstract (english)

This paper examines the correlation between reading habits and vocabulary knowledge. It is divided into theory and research. Theoretical part is divided into three parts. First part discusses the importance of reading at an early age as a predictor of later reading habits, ways of reading in 21st century, reading habits of Croatian citizens and national strategy which attempts to encourage citizens to read more. Second part deals with types of vocabulary, the importance of vocabulary learning at an early age and vocabulary growth. The vocabulary is increased by reading what refers to third part which is about learning words with the help of the context and types of context through which new words are taught. The main goal of the research was to find out whether there is a correlation between reading habits and vocabulary knowledge among children. 37 seventh grade students were included in research and their task was to complete the reading habits survey and then a test which was built of 18 words that tested their vocabulary knowledge. Tested vocabulary was found in popular children's books and as well in books for teaching language in fifth, sixth and seventh grade. The vocabulary knowledge test was conducted with receptive and expressive knowledge of words and the points were awarded for each answer according to knowledge degree of a certain word. Results showed a great deal of disinterest for reading books and accordingly, a great lack of knowledge of the tested words. The maximum number of points in the vocabulary knowledge test was 54. It was expected that respondents would know half of the total number of words (27 points), and it turned out that the highest score was 33, which is just a little more than the expected average, while the lowest score was 2. However, the survey respondents who scored the most points on the test indicated that they love to read or at least read something in their spare time. The results of the test match the school grades. Best students accomplished best results. Most of the respondents stated that at home they were encouraged to read more books, or at least reading for the school. But, those students whose parents read, mostly love to read themselves.

• Keywords: čitanje; vokabular; kontekst; povezanost čitanja i vokabulara; učenje riječi iz konteksta
• Keywords (english): reading; vocabulary; context; reading and vocabulary connection; learning words through context
• Language: croatian
• URN:NBN: urn:nbn:hr:131:790098
• Study programme: Title: Information Sciences; specializations in: Library Science; Course: Library Science; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra bibliotekarstva (magistar/magistra bibliotekarstva)
• Study programme: Title: Phonetics (double major); specializations in: Clinical Phonetics, Rhetoric, General Phonetics; Course: Clinical Phonetics; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije fonetičar rehabilitator (magistar/magistra edukacije fonetičar rehabilitator)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2019-08-26 13:31:00