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Pravopis u nastavi srpskog jezika u školama za gluve i nagluve učenike

dc.creatorStevanović, Jelena
dc.creatorDimić, Nadežda
dc.date.accessioned2021-06-09T13:27:28Z
dc.date.available2021-06-09T13:27:28Z
dc.date.issued2009
dc.identifier.issn0354-8759
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/269
dc.description.abstractAlongside with mastering the laws of grammar, students also master the rules of orthographic norm. One of the basic principles on which the orthographic norm of Serbian language is based is that there is no gap between the written and spoken word, but harmony. For that reason the adoption of orthographic rules is more difficult and complex to deaf and hard of hearing students, since the quality of oral speech is impaired, and sometimes this kind of speech is insufficiently developed in this population as well. The goal of this research was to study the extent to which deaf and hard of hearing students have mastered certain orthographic laws and whether there are differences in the degree of adoption of certain orthographic rules between the deaf and hard of hearing students and the students attending the regular primary school. Research was conducted in schools for deaf and hard of hearing students in Belgrade and Jagodina and in one regular primary school in Belgrade. The sample consisted of two groups of respondents: deaf and hard of hearing students from 5th to 8th grade, N=67, and hearing students, N=60. The instrument used in the research is Corpus for Literacy Evaluation (J. Stevanovic), devised exclusively for the purposes of this research. Based on the results of the conducted research, we reached the conclusion that deaf and hard of hearing students use certain orthographic rules. Still, the majority of orthographic rules have not been adopted and are not used to the extent they should and to the extent to which hearing students have mastered the orthographic norm. Compared to orthographic fields (script, spelling words together and separately and abbreviations) which we studied in this research, it was perceived that the population of deaf and hard of hearing students has the least difficulties in adopting Cyrillic and Latin script, while spelling of abbreviations is most difficult to adopt for deaf and hard of hearing students, although it was noticed that spelling words together and separately is also a considerable problem to deaf and hard of hearing students.en
dc.description.abstractUporedo sa ovladavanjem gramatičkim zakonima, učenici savlađuju i pravila ortografske norme. Jedan od osnovnih principa na kojima se zasniva pravopisna norma srpskog jezika jeste da između pisane i govorne reči ne postoji jaz, već harmonija. Utoliko je usvajanje pravopisnih pravila teže i kompleksnije gluvim i nagluvim učenicima, budući da je kvalitet usmenog govora narušen, a ponekada je ovaj vid govora i nedovoljno razvijen u ovoj populaciji. Ovo istraživanje imalo je za cilj da ispita u kojoj meri su gluvi i nagluvi učenici ovladali pojedinim pravopisnim zakonima i da li postoje razlike u stepenu usvajanja određenih ortografskih pravila između gluvih i nagluvih učenika i učenika koji pohađaju redovnu osnovnu školu. Istraživanje je sprovedeno u školama za gluve i nagluve učenike u Beogradu i u Jagodini i u jednoj redovnoj beogradskoj osnovnoj školi. Uzorak su činile dve grupe ispitanika: gluvi i nagluvi učenici od V do VIII razreda, N=67 i učenici koji čuju, N=60. Instrument korišćen u istraživanju je Korpus za procenu pismenosti (J. Stevanović), koji je koncipiran isključivo za potrebe ovog istraživanja. Na osnovu rezultata sprovedenog istraživanja došli smo do zaključaka da gluvi i nagluvi učenici upotrebljavaju pojedina pravopisna pravila. Ipak, većinu pravopisnih pravila nisu usvojili i ne upotrebljavaju ih u meri u kojoj bi trebalo i u meri u kojoj su znanjem o ortografskoj normi ovladali učenici koji čuju. U odnosu na pravopisne oblasti (pismo, spojeno i odvojeno pisanje reči, i skraćenice) koje smo u ovom istraživanju ispitivali, uočeno je da populacija gluvih i nagluvih učenika najmanje teškoća ima u usvajanju ćiriličnog i latiničnog pisma, dok pisanje skraćenica gluvi i nagluvi učenici najteže usvajaju, premda je uočeno da i spojeno i odvojeno pisanje reči predstavlja značajan problem gluvim i nagluvim učenicima.sr
dc.publisherUniverzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
dc.rightsopenAccess
dc.sourceBeogradska defektološka škola
dc.subjectorthography of Serbian languageen
dc.subjectorthographic rulesen
dc.subjectdeaf and hard of hearing studentsen
dc.subjecthearing studentsen
dc.subjectSerbian language instructionen
dc.subjectpravopis srpskog jezikasr
dc.subjectortografska pravilasr
dc.subjectgluvi i nagluvi učenicisr
dc.subjectučenici koji čujusr
dc.subjectnastava srpskog jezikasr
dc.titleOrthography in Serbian language instruction in schools for deaf and hard of hearing studentsen
dc.titlePravopis u nastavi srpskog jezika u školama za gluve i nagluve učenikesr
dc.typearticle
dc.rights.licenseARR
dc.citation.epage27
dc.citation.issue2
dc.citation.other(2): 13-27
dc.citation.rankM52
dc.citation.spage13
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/361/266.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_rfasper_269
dc.type.versionpublishedVersion


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