Istraživanja u Pedagogiji (Jun 2024)
INTERPRETACIJA TRADICIONALNIH POJAVNICA NA RANOM ŠKOLSKOM UZRASTU
Abstract
The paper presents the research of tokens in the reading material for the first grade of primary school prescribed by the plan and program of the Ministry of Science and published by the publishing house "Draganić", Novi Sad, 2005. The corpus for the research are literary works (reading material) for the first grade of primary school. The aim of the research is to determine the ability of first-grade elementary school students to learn literary lexemes from literary works that have a low frequency and that have no relational frequency. The research method is quantitative analysis and statistical processing of language units according to the principle of frequency ratios, with the selection of key tokens from literary works, marking of increasing and decreasing frequencies with ratio frequency and without ratio frequency according to the Electronic Corpus of Serbian Language (ECSL), and the technique is surveying. The survey for the first grade of primary school is the instrument developed for this research. In this paper, we are dealing with the use of tokens in literary works, limited to the age of the first grade of elementary school, which is a new problem that has not been dealt with until now, so we are following the example of research that deals with the study of lexemes intended for children from the aspect of quantitative use. Due to the fact that such studies on a specific corpus of literary lexemes for different school ages have not been carried out before in our area, this research makes a significant contribution to the topic it deals with. The basic findings point to the fact that there is a large number of tokens that have a low frequency, as well as those that appear without frequency of relationship in ECSL (Electronic Corpus of Serbian Language). Also, it was found that the students are not interested in reading the reading material due to the inability to understand the text and the reception of literary lexemes in the assigned reading material, so the assumptions about the impossibility of reception and then interpretation of the assigned literary works at the early elementary school age were confirmed.
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