Proširivanje jezičke kompetencije na mlađem osnovnoškolskom uzrastu

Abstract

As a theoretical base for this paper, the facts, which are about contemporary research on syntax development in younger primary school age children, were used and also the data which were obtained by acquiring later language development in general. The studies of world-wide authors which were dedicated to this issue, undoubtedly show that with aging and with education duration the quantitative as well as qualitative features of a discourse that pupils produce, change dramatically: as well as children aging, and their education duration, the syntactic constructions which are produced were longer, more complex and with greater variety in structure. This work presents a short theoretical approach to the problem of later language development, ie. syntactic development in later primary school age children.

U radu se iznose činjenice u vezi sa kasnijim tokom jezičkog razvoja. Kao teorijska podloga upotrebljeni su podaci koji se odnose na razvoj sintakse na mlađem osnovnoškolskom uzrastu. Predstavljene su neke od karakteristika razvoja jezika na školskom uzrastu, kao i razlike u odnosu na fazu aktivnog sin- taksičkog razvoja. Ističe se da je kasniji razvoj jezika spor i postepen proces u toku koga se promene teže uočavaju, zato što se promene ne odnose primarno na sticanje novih konstrukcija nego na proširivanje njihove upotrebe. U ovoj fazi razvoja jezika već usvojene forme i konstrukcije koriste se za postizanje novih ciljeva, dok se dobro poznate funcije dopunjuju i proširuju novim strukturam