Cohesive means in Slovenian spontaneous dialectal conversations

In the first part the article discusses the relationship between textual coherence and cohesion, then it offers a classification of cohesive means for Slovenian conversational texts. In the second part the article presents the use of cohesive means in spontaneous spoken dialectal conversations. The use of co-reference means, i.e. ellipsis of pronouns, recurrences and partial recurrences, lexical relations (synonyms, antonyms, hypernyms, hyponyms, collocations and paraphrase); ellipsis (systemic and non-systemic) and parallelism are presented in detail.V prvem delu prispevka avtorica analizira odnos med besedilno koherenco in kohezijo ter predstavlja delitev kohezivnih sredstev, primerno za njihovo analizo v slovenskih pogovornih besedilih. V drugem delu je predstavljena raba kohezivnih sredstev v slovenskih spontanih narečnih pogovorih. Avtorica podrobneje analizira rabo koreferenčnih sredstev (izpusta zaimka, ponovnih in delnih ponovnih pojavitev, medleksemskih razmerij (so-, proti-, pod- in nadpomenk, sopojavljank, parafraze); elipse (sistemske in nesistemske) ter paralelizma

Word Order in Slovene Dialectal Discourse

Besednemu redu se v slovenskem jezikoslovju v preteklosti ni posvečalo veliko pozornosti, čeprav je prva razprava na to temo izšla že v letih 1891–1892. Napisal jo je Matija Murko, ki je obravnaval besedni red pri naslonkah in naslonskem nizu. Večina razprav je v preteklosti analizirala besedni red v umetnostnih besedilih, šele v zadnjih petnajstih letih pa se na Slovenskem pojavljajo tudi razprave o besednem redu v spontanih govorjenih besedilih.Pričujoči prispevek obravnava besedni red v govorjenem narečnem jeziku glede na pravila stalne stave v slovenskem knjižnem jeziku, pri čemer se osredotoča samo na izbrana pravila stalne stave. Analiza besedil iz vseh slovenskih narečnih skupin je pokazala, da besednoredne značilnosti slovenskih narečnih govorjenih besedil lahko razdelimo v tri skupine. Prva skupina značilnosti, kot npr. izhodiščni položaj naslonk v izreku, je značilna za besedila iz vseh narečnih skupin, zato lahko rečemo, da gre za splošno značilnost slovenskega narečnega diskurza. Druga skupina zajema značilnosti, ki jih najdemo samo v besedilih določene narečne skupine, npr. ločena stava členka ne in glagola v primorskih narečjih ter stava preteklega deležnika glagola biti na koncu izreka v panonski narečni skupini. Tovrstne značilnosti lahko razumemo kot posebne značilnosti posameznih slovenskih narečnih diskurzov. Tretja skupina značilnosti pa so tiste značilnosti, ki jih sicer najdemo v besedilih vseh narečnih skupin, vendar pa se razlikujejo v pogostosti rabe, npr. stava levega ujemalnega pridevniškega prilastka in desnega samostalniškega prilastka in predložne zveze v samostalniški besedni zvezi ter stava osebne in neosebne glagolske oblike na koncu izreka. Pogostost rabe je v takih primerih tisto merilo, ki pokaže, ali je besednoredna značilnost ustaljena in jo zato lahko razumemo kot ustaljeno besednoredno različico v narečju oziroma narečno besednoredno pravilo ali pa je sporadična in kot taka rezultat osnovne zakonitosti govorjenega jezika, tj. kratkega načrtovalnega časa, ki ne dopušča premišljenega strukturiranja izrekov. There has been little discussion of word order in Slovene to date, even though the first extensive study of clitics and their position in a sentence in Slovene by Matija Murko was published already in 1891–1892. The majority of articles in Slovenian linguistics on word order in the past were based on an analysis of word order in literary texts. Only in the past fifteen years have there been discussions of word order in spoken discourse. This paper discusses on the differences in fixed word order between Slovene dialectal discourse and Standard Slovene written discourse and word order characteristics of the Slovenian dialectal discourse focusing on only selected sentence elements that are subject to fixed word order rules.The analysis of texts from all Slovene dialect groups has shown that three groups of word order features can be distinguished in a study of word order in Slovene dialectal discourse. The first group of features, such as, for example, the initial position of clitics in an utterance, is characteristic of texts from all dialect groups, and is therefore a general word order feature of Slovene dialectal discourse. The second group includes word order characteristics that are found only in the texts of certain dialect groups, for example the separated position of the particle ne and the verb in Littoral dialects and the position of the past participle of the verb biti ‘to be’ at the end of the utterance in Pannonian dialects; these characteristics can be considered as specific features of particular Slovene dialectal discourses. The third group of characteristics is made up of those that can be found in all texts but nevertheless differ in the frequency of their use, for example, the position of the adjective premodifier in agreement with the noun and noun/ prepositional phrase modifiers in a noun phrase as well as the position of the verb (past participle or infinitive) at the end of the utterance. The frequency of use in these cases is the criterion that shows whether the word order characteristic is well established and can thus be understood as an established word order variant in the dialect or rather a dialectal word order rule, or is sporadic and as such the result of a basic pattern in spoken language, i.e. short planning time, which does not allow for the deliberate structuring of utterances

Pristopi k učenju pri študentih tehnike. Družbene in tehnološke spremembe zahtevajo spremenjeno učenje

Avtorja v prispevku obravnavata razlicna pojmovanja ucenja, ki pomembno vplivajo na pristop k ucenju. v raziskavi 0 pristopih ucenja pri studentih tehnike odkrivata, da njihova pojmovanja pogojujejo tudi pristope k ucenju. Odkrivata, da sta najpogostejsa pristop k ucenju v smislu reprodukcije in globinski pristop. Poudarita, da je treba vee pozornosti namenjati globinskemu pristopu k ucenju, sa} morajo studenti tehnike poleg strokovnih znanj razviti tudi druge kompetence, kot sta komunikacijska in vodstvena kompetenca

Ivana, torka in štrija v terskem bajeslovnem izročilu

Il contributo presenta i racconti di tre creature mitiche femminili, ovvero Ivana, torka e štrija, legate alla Slavia Veneta occidentale (in Italia), dove si parla il dialetto sloveno del Torre. I raccontisono stati raccolti da Bruna Balloch e pubblicate in due libri, Mlada lipa (2010) e Lučice na oknah (2018).L’autrice dell’articolo li ha trascritti nella trascrizione fonetica slovena, ha aggiunto una traduzione inlingua letteraria slovena e i commenti sui lessemi e le strutture meno conosciute o sconosciute nell’area centrale slovena.Prispevek predstavlja pripovedi o treh ženskih bajeslovnih bitjih, tj. Ivani, torki in štriji, ki so poznana v zahodni Beneški Sloveniji v Italiji, kjer se govori tersko narečje slovenščine. Pripovedi je zbrala Bruna Balloch in jih objavila v dveh knjigah, Mladi lipi (2010) in Lučicah na oknah (2018). V slovenski  fonetični transkripciji sem jih zapisala avtorica članka, jim dodala prevod v slovenski knjižni jezik terkomentarje o leksemih in strukturah, ki so v osrednjem slovenskem prostoru manj znani ali nepoznani

Mišljenja studenata predškolskog odgoja o tehnološkom obrazovanju u predškolskim ustanovama

Participation in a technological society demands deep and critical understanding of technology and its impact on each individual, the environment and society. Achieving technological literacy has become an imperative of national policies; hence, the role of education and adequate teacher training has become vital. In recent years, research in technology education has begun incorporating studies of pre-schools, but technology education in pre-schools still remains less studied. The research focuses on technological literacy of pre-service pre-school teachers. Most of them think that technology, technology education and knowledge are very important for pre-school teachers even if they consider their aptitudes to be low. Part-time students, in comparison to full-time students, exhibit higher technological literacy and more highly assess the impact of everyday technological environment on the lives of individuals, the need for technological knowledge in the lives of modern people, the importance of technology education in kindergarten, the importance of technological knowledge for quality professional work of pre-school teachers, the importance of technology education during their study at the faculty, and their own competencies in the technological field.Život u društvu u kojemu tehnologija zauzima važno mjesto zahtijeva duboko i kritičko razumijevanje tehnologije i njezina utjecaja na svakog pojedinca, okolinu i društvo. Postizanje tehnološke pismenosti postao je imperativ nacionalnih politika; stoga je uloga obrazovanja, uz adekvatno osposobljavanje učitelja, iznomno važna. Posljednjih godina istraživanja u području tehnološkog obrazovanja uključuju i istraživanja vezana uz predškolski odgoj i obrazovanje, ali poučavanje tehnologije u predškolskim ustanovama još se uvijek nedovoljno istražuje. Istraživanje je usmjereno na tehnološku pismenost studenata programa predškolskog odgoja. Većina studenata smatra da su tehnologija, tehnološko obrazovanje i znanje iznimno važni za odgojitelje, iako svoje sposobnosti u navedenom području ocjenjuju niskima. Izvanredni studenti, za razliku od redovnih, pokazuju veću tehnološku pismenost i daju veću važnost utjecaju svakodnevnog tehnološkog okruženja na živote pojedinaca, potrebi za tehnološkim znanjem u životu modernog čovjeka, važnosti tehnološkog obrazovanja u predškolskim ustanovama, važnosti tehnološkog znanja za kvalitetan profesionalni rad odgojitelja, važnosti tehnološkog obrazovanja tijekom studija i svojim kompetencijama u području tehnologije

Sodobna kultura in umetnost kot dejavnik krepitve pripadnosti manjšinski skupnosti – primer treh sodobnih festivalov

V preteklosti so se etnične identitete vzpostavljale predvsem skozi politične programe, danes pa to poteka tudi skozi popularno in/ali nekomercialno kulturo in umetnost. Ustvarjalci se pri tem ne ozirajo na ustaljene tradicije skupine, ki ji pripadajo, ampak so v svojih iskanjih svobodni ter se prepuščajo vplivom sodobnih umetniških tokov, pri čemer ostajajo zvesti svojemu jeziku in skupnosti. V prispevku bodo predstavljeni trije festivali, ki udejanjajo moderne pristope h kulturi in umetnosti. Gre za Senjam beneške piesmi, Postajo Topolove in LiwkStock

Pomensko-skladenjski premiki v briškem in nadiškem narječju

V prispevku avtorica prikaže nekatere tipe pomensko-skladenj skih premikov v nadiškem in briškem narečju in njihov izvor. Omejuje se na glagole, v največji meti na jedme glagole, ki so jih te spremembe najbolj doletele. Ugotavlja, da je največ pomensko-skladenj skih premikov nastalo zaradi vpliva romanske jezikovne skupine, ostali pa so nastali znotraj sistema slovenskega jezika.Calquing is a procedure in which linguistic means of language A are used to translate the meening of a word, word phrase or syntactic pattern from language B. The meaning of the word, word phrase or syntactic pattern adopted from language A may be called a semantic-syntactic caique. In the Brda and Nadisa dialects, some of the meanings and patterns that differ from the standard Slovene language, are probably not caiques, as no comparable patterns may be found in the neighbouring Romance languages. They may be assumed to have originated within the Slovene language. For that reason the concept of the semantico-syn- tactic caique was replaced by the broader concept of semantico-syntactic shift. Semantico-syntactic shifts are thus defined as semantic or structural departures from the Slovene standard norms, either under the influence of another language or within the system of the Slovene language itself. They are categorised into several groups. The first-level dinstinction is between semantic and syntactic shifts

Students\u27 - future educators\u27 assessment of the impact of various factors on the implementation of technological activities and development of technological literacy in kindergarten.

Sudjelovanje u brzo razvijajućem tehnološkom društvu zahtijeva produbljeno kritičko razumijevanje tehnologije i njezina utjecaja na pojedinca, okoliš i društvo. Postizanje tehnološke pismenosti postaje značajan imperativ nacionalnih politika, a u njegovu postizanju ima važnu ulogu obrazovanje i odgovarajuća osposobljenost učitelja i odgajatelja. Iako je istraživanje tehnološkog obrazovanja u proteklim godinama počelo uključivati i dječje vrtiće, područje tehnološkog učenja u vrtiću i osposobljavanje odgajatelja za izvođenje tehnološkog obrazovanja ostaje manje istraženo. U ovdje navedenom nas je radu zanimalo koje prateće tehnologije upotrebljavaju studentice izvanrednog studija predškolskog odgoja pri izvođenju tehnoloških aktivnosti s djecom te ostalih profesionalnih aktivnosti; u kolikoj mjeri upotrebljavaju mikroskop, leću i dalekozor pri izvođenju tehnoloških aktivnosti u vrtiću te kako procjenjuju utjecaj različitih čimbenika na izvođenje tehnoloških aktivnosti u vrtiću.Participation in technological society requires a deep and critical understanding of technology and of its impact on each individual, environment and society. Achieving technological literacy has become an important imperative of national policies. Hence, the role of education along with adequate teachers’ training have become vital. Although in recent years research in technology education has begun incorporating studies of preschools, technology education in kindergarten and in preschool teacher education remains less studied. In the present article, we pondered upon which assistive technologies in-service student preschool teachers used in implementation of technological activities with children and in other professional activities. Further, we wanted to find out how often they used a microscope, a magnifier and binoculars in technological activities in kindergarten and how they assessed the impact of various factors on the implementation of technological activities in kindergarten

The influence of Italian and Friulian on the clausal constructions of the ter/torre valley dialect of Slovenian

Tersko narečje slovenščine se govori ob reki Ter ter njenih pritokih v Furlaniji Julijski krajini. Območje, na katerem se rabi, je zemljepisno obsežno, toda število govorcev terskega narečja je majhno in se še zmanjšuje. Zaradi izoliranosti od ostalega slovenskega zaledja in šibkega stika z govorci drugih slovenskih narečij spada tersko narečje med najbolj arhaična slovenska narečja, hkrati pa je zaradi tesnega stika s furlanskim in italijanskim jezikom na vseh jezikovnih ravninah zelo romanizirano. Prispevek predstavlja stavčne skladenjske interference v terskem narečju iz furlanskega in italijanskega jezika. Osredotoča se na tri tipe vpliva stičnih jezikov na gradnjo stavčnih skladenjskih struktur terskega narečja, in sicer kopiranje romanskih stavčnih struktur, vpliv rabe romanskih struktur na pogostost rabe enakih struktur v terskem narečju ter na novi pomen, ki ga je zaradi vpliva stičnih romanskih jezikov pridobila že obstoječa terska skladenjska struktura