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Številka 3-4/2019 ~ Issue 3-4/2019
Alojzija Zupan Sosič: Kralj na Betajnovi in Hlapci Ivana Cankarja kot maturitetno branje. Jezik in slovstvo. 3-4/2019. 3–15.
Za maturitetno branje Cankarjevih dram Kralj na Betajnovi in Hlapci je v članku poleg interpretativne in primerjalne analize oziroma sinteze predlagana še nova metoda literarne interpretacije, tj. obravnava dram s pomočjo začetka in konca. Tako je raziskava Cankarjeve (dramske) poetike, v kateri izstopajo lastnosti, ki še danes delujejo aktualno in presežno (reformatorski čut, odprtost za znano in neznano, zvrstna prepletenost, posebno razmerje med erosom in tanatosom, iskrenost, inovativnost), posodobljena z analizo več elementov. Ti so: opis začetnega dogajalnega prostora in pomembnih predmetov ali dramskih oseb v njem, prvi prizor, naslov, primerjava odprtega in zaprtega konca ter osvetlitev kvalitete in večpomenskosti obeh dram.
Ključne besede: Cankarjeve drame, poetika, začetek drame, naslov, odprti in zaprti konec drame
In addition to interpretative and comparative analysis and synthesis, a new method of literary interpretation is proposed in the article for the Matura examination reading of Cankar’s plays Kralj na Betajnovi and Hlapci, that is, analysis through beginning and closure. Thus, the research of Cankar’s (dramatic) poetics, which distinguishes the features that still function today (the sense of reformation, openness towards the known and the unknown, syncretism, the special relationship between Eros and Thanatos, sincerity, innovation), is renewed by analysing more elements. These are: description of the initial event space and important objects or dramatic persons in it, the first scene, the title, comparison of the open and closed end, and illumination of the quality and multiplicity of the two dramas.
Keywords: interpretation, the beginning and closure of drama
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|5-17
Dragica Haramija: Ljudske pravljice v osnovni šoli. Jezik in slovstvo. 3-4/2019. 17–28.
V članku so predstavljene ljudske pravljice, in sicer teoretična izhodišča te književne vrste (zgradba, temeljni motivno-tematski elementi), pri čemer so upoštevani operativni cilji osnovnošolskega Učnega načrta Slovenščina (2018). S stališča (mladinske) literarne vede so podrobneje predstavljeni tisti elementi pravljice, ki naj bi jih učenci in učenke prepoznali do konca drugega vzgojno-izobraževalnega obdobja: književne osebe (realne, pravljične); književni čas in prostor (nedoločen čas in prostor, saj sta v pravljicah nakazana le posredno); zapovedi, prepovedi in prerokbe (kot preizkušnja); čudežno dogajanje (v čarobnih pravljicah); tipična zgradba (načeloma s srečnim koncem). Te elemente (UNS 2018) ponazarjamo večinoma s primeri iz slovenskih ljudskih pravljic, ki so pomemben del nacionalne kulturne dediščine.
Ključne besede: ljudske pravljice, elementi pravljice, učni načrt
Dragica Haramija: Folk Fairy Tales in Primary School. Jezik in slovstvo. 3-4/2019. 17–28.
The paper presents folk fairy tales, focusing on the theoretical starting points of this literary form (structure, basic motivic-thematic elements), while also considering the operational goals of the school national curriculum for Slovenian (Učni načrt Slovenščina, 2018). From the point of view of (children’s) literary studies, the elements of the fairy tale that pupils should be able recognise by the end of the second educational cycle are presented in greater detail: literary persons (real, fairytale); literary time and space (indefinite time and space, as they are mentioned only indirectly in fairy tales); commandments, prohibitions and prophecies (as tests); magical events (in magical fairy tales); and typical structure (usually with a happy ending). These elements (UNS 2018) are mostly illustrated with examples from Slovenian folk fairy tales, which are an important part of the national cultural heritage.
Keywords: folk fairy tales, elements of a fairy tale, curriculum
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|19-30
Aleksandra Bizjak Končar: Dialog med avtorjem in naslovnikom v pridigi Primoža Trubarja. Jezik in slovstvo. 3-4/2019. 29–42.
Trubarjeva pridiga Sermo de vocabulo fidei v Katekizmu iz leta 1550 (1935: 202–243) ima v slovenski literarni zgodovini pomembno mesto, saj je prvo izvirno avtorsko besedilo, ki je eksplicitno označeno kot pridiga. Prispevek obravnava Trubarjevo pridigo z vidika dialoga in razkriva vez med avtorjem in njegovim naslovnikom. Z uporabo metode retorične analize C. Cloran (1994) lahko določimo značilne dialoške oz. interakcijske retorične enote, ki se nanašajo na besedilne udeležence: avtorja in naslovnika. Razčlemba Trubarjeve pridige je usmerjena k nadrobnemu opisu retoričnih enot, ki označujejo (1) avtorjevo in naslovnikovo besedilno navzočnost ter (2) avtorjevo vodenje naslovnika. S temi jezikovnimi sredstvi se ustvarja močna sporočevalna vez med Trubarjem-pridigarjem in molčečim občinstvom.
Ključne besede: dialog, retorična enota, sistemsko-funkcijska teorija jezika, Trubarjeva pridiga
Aleksandra Bizjak Končar: Dialogue between the Author and the Audience in Primož Trubar’s Sermon. Jezik in slovstvo. 3-4/2019. 29–42.
Trubar’s sermon Sermo de vocabulo fidei in the Cathesismus from 1550 (1935: 202–243) has an important position in Slovenian literary history, as it is the first preserved sermon created by a Slovenian author explicitly labelled as a sermon. The article examines the dialogic aspects of Trubar’s sermon by making explicit the relations between the author and his audience. By applying Cloran’s method of rhetorical analysis (1994), it is possible to identify the typical interactional rhetorical units referring to the participants of the text: the author and the listener. The focus of the analysis of Trubar’s sermon is a detailed account of rhetorical units that signify (1) the author’s and listener’s textual presence, and (2) the author’s engagement of the listener. With these linguistic devices, a strong interactional link is created between Trubar/the preacher and the silent audience.
Keywords: interaction, rhetorical unit, systemic functional theory of language, Trubar’s sermon
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|31-44
Manica Maver: Otroška radijska igra: primer analize govora. Jezik in slovstvo. 3-4/2019. 43–56.
Osrednji del članka prikazuje analizo zvočnega posnetka odlomka iz otroške radijske igre. V uvodu je po ugotovitvi, da je zvrst radijske igre v akademskih in kritiških krogih pogosto zanemarjena, predstavljen možni vzrok za deficitarno znanstveno obravnavo te umetnostne zvrsti: to je predvsem pomanjkanje specifičnih orodij za analizo in vrednotenje te zvrsti ter težja dostopnost gradiva (tako objavljenih besedil kot posnetkov), ki je predmet raziskovanja. Nato so obravnavana zvočna izrazila, ki ustvarjajo radijsko uprizoritev: glas in govor, glasba, zvočni efekti in tišina. Sledi konkreten primer analize govora v odlomku otroške radijske igre Bogdanova zmaga Lojzke Lombar, ki jo je za tržaško radijsko postajo posnel Radijski oder. Predstavitev kratke analize skuša nakazati eno od možnosti za nadaljnje znanstvene obravnave te umetnostne zvrsti.
Ključne besede: otroška radijska igra, zvočna izrazila, analiza govora
Manica Maver: The Phonetic-Phonological Analysis of Speech (On the Example of Radio Drama for Children). Jezik in slovstvo. 3-4/2019. 43–56.
The main part of the article presents an analysis of a short extract of a recorded radio drama for children. The introduction points out that the genre of radio drama is neglected by academic and critical circles, probably due to the lack of specific scholarly tools for its analysis and evaluation. The article then illustrates all of the sound elements that help create audio drama: voices, speech, music, sound effects and silence. Finally, a concrete example of speech analysis in radio drama is presented: the example chosen is an extract from the children’s play Bogdanova zmaga (Bogdan’s Victory) produced by Radijski oder (Radio Stage) for Radio Trst A (a Slovenian radio station in Trieste). The analysis attempts to present a tool for a more scientific and objective study of this artform.
Keywords: radio drama for children, sound elements, speech analysis
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|45-58
Ivana Zajc: Literarna zmožnost kultiviranega bralca in Evropski literarni okvir. Jezik in slovstvo. 3-4/2019. 57–67.
Članek predstavi implicitne dejavnike, ki vplivajo na podobo literarne zmožnosti v določeni skupnosti in sintetizira njene temeljne sestavine. Evropski literarni okvir (2012) opisuje razvoj te zmožnosti v sekundarnem izobraževanju in za posamezno razvojno stopnjo predlaga književna besedila. V članku preverim, katere sestavine literarne zmožnosti ta okvir vključi oz. kako jih razume. Ugotavljam tudi, na katerih področjih okvir ustreza oz. odstopa od sistemske literarnodidaktične paradigme, ki določa pouk književnosti na slovenskih gimnazijah in razvija kultiviranega bralca.
Ključne besede: literarna zmožnost, kultivirani bralec, sistemska didaktika književnosti, Evropski literarni okvir
Ivana Zajc: The Literary Competence of the Cultivated Reader and the European Literary Framework. Jezik in slovstvo. 3-4/2019. 57–67.
The article presents the implicit factors that influence the form of literary competence in a particular community and synthesises its basic components. The European Literary Framework (2012) describes the development of this competence in secondary education and proposes literary texts for each stage of its development. The article examines which components of literary competence are included in the framework and how it understands them. It also determines where the framework corresponds with the systemic literary didactic paradigm that determines literature classes in Slovenian grammar schools and develops a cultivated reader, as well as where it deviates from it.
Keywords: literary competence, cultivated reader, systemic literary didactic paradigm, European Literary Framework
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|59-69
Igor Saksida: Mnenja študentov in učiteljev o splošni maturi iz slovenščine – od stališč do ukrepov za dvig njene kakovosti. Jezik in slovstvo. 3-4/2019. 69–82.
Članek, osredotočen na pouk književnosti, prikazuje odgovore anketirancev na vprašalnika, ki sta bila poslana študentom prvega letnika slovenskih univerz ter sodelujočim pri izvedbi mature. Vprašalnika sta zajela tri sklope: splošni del, diferenciacija pouka in mature iz slovenščine ter jezik in književnost na maturi. Analiza odgovorov dopušča naslednje sklepe: Nujna in smiselna je posodobitev splošne mature iz slovenščine, ki ni prezahtevna, zato bi raven pričakovanega znanja lahko dvignili. Smiselno je uvesti maturo na dveh ravneh: temeljna raven bi bila na sedanji ravni zahtevnosti, višja zahtevnejša. Ukiniti je treba tematski sklop in namesto njega poseči po drugačnem, stabilnejšem naboru besedil za maturitetni esej, književno znanje pa naj postane del esejskih navodil, predvsem pa kriterij za ocenjevanje maturitetnih šolskih esejev.
Ključne besede: splošna matura iz slovenščine, dve ravni, tematski sklop, književno znanje, maturitetni šolski esej
Igor Saksida: Students’ and Teachers’ Opinions on the General Matura Examination in Slovenian – From Standpoints to Measures for Improving its Quality. Jezik in slovstvo. 3-4/2019. 69–82.
The article focuses on literature teaching and presents respondents’ answers to two questionnaires sent to first year students of Slovenian universities and participants in executing the Matura exam. The questionnaires included three sections: a general section, the differentiation of Slovenian language teaching, and language and literature in the Matura exam. The analysis of the answers allows the following conclusions: (1) It is imperative and reasonable to upgrade Slovenian in the general Matura exam, which is not overly demanding, in order to raise the level of the expected outcomes. (2) It is reasonable to introduce the Matura exam on two levels: the basic level would be at the current level of complexity, while the higher level would be more demanding. (3) The thematic group of literary works should be eliminated and a different, more stable set of literary texts for the Matura exam essay should be prescribed; literary knowledge should become part of the essay tasks and, above all, should be a criterion for the assessment of Slovenian general Matura exam essays.
Keywords: general Matura exam in Slovenian, two levels, thematic group of works, literary knowledge, Slovenian general Matura exam essay
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|71-84
Ina Ferbežar: Kakovost v jezikovnem testiranju: misija nemogoče? . Jezik in slovstvo. 3-4/2019. 83–94.
V prispevku bosta na kratko predstavljena javno veljavni izobraževalni program za odrasle Slovenščina kot drugi in tuji jezik, na katerem od leta 2015 temelji sistem preverjanja in certificiranja znanja slovenščine kot drugega in tujega jezika, in kontekst, v katerem je program nastal. Ob tem bodo kritično predstavljene in izpostavljene ključne strokovne dileme, še posebej tiste, ki se nanašajo na z njim povezano jezikovno testiranje. Sistem preverjanja znanja slovenščine kot drugega in tujega jezika je bil z novim programom razvit po strogih mednarodnih standardih kakovosti. Prispevek podrobneje predstavlja tri najzahtevnejše, in sicer so to primerljivost različic izpitov, zanesljivost ocenjevanja in analiza podatkov.
Ključne besede: slovenščina kot drugi in tuji jezik, izobraževalni jezikovni programi, Skupni evropski jezikovni okvir, jezikovno testiranje, standardi kakovosti
Ina Ferbežar: Quality in Language Testing: Mission Impossible?. Jezik in slovstvo. 3-4/2019. 83–94.
The article presents the education programme Slovenian as a Second and Foreign Language and the context in which it was established. Critical issues are raised regarding the programme and the system of testing and certifying Slovenian as a second and foreign language based on the programme. The Slovenian language exams that have been in place since 2015 were developed according to international quality standards. The article gives a more detailed presentation of the three most critical standards: comparability of test versions, reliability of rating, and analysis of test results.
Keywords: Slovenian as a second and foreign language, language education programmes, Common European Framework of Reference for Languages, language testing, quality standards
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|85-96
Marja Filipčič Redžić in Hotimir Tivadar: Vloga gledališkega lektorja v opernem gledališču. Jezik in slovstvo. 3-4/2019. 95–104.
Gledališki lektor je v opernem gledališču potreben tako za tuji kot tudi za slovenski jezik. Operno besedilo mora biti razumljivo in jezikovno normirano, normirano pa je tudi z glasbo. Tvorjenje posameznih glasov jezika je zato prilagojeno tudi glasbenim zakonitostim. Gledališki lektor v opernem gledališču sodeluje pri pripravi opernih predstav od samega začetka. Podrobno poznavanje besedila, glasbenega in režijskega koncepta mu omogoča, da kakovostno lektorira tudi besedila v gledaliških listih in da lektorirano besedilo nadnapisov ustreza dogajanju na odru.
Ključne besede: operno gledališče, gledališki lektor, slovenski jezik, pravorečje, jezikovna norma
Marja Filipčič Redžić in Hotimir Tivadar: The Role of a Speech Consultant in Opera Theatres. Jezik in slovstvo. 3-4/2019. 95–104.
In opera theatres, a speech consultant assists singers in pronouncing foreign languages, as well as helping them with the pronunciation of Slovenian. A sung opera text needs to be intelligible and linguistically standardised. The articulation of the sounds of Slovenian literary language in opera singing depends on the linguistic norm and on musical laws. The opera theatre speech consultant is involved in the process of creating a performance from the very beginning. Detailed knowledge of the text, as well as of music and directing concepts, also enables the consultant to proofread the texts in the theatre programme in a quality way and to ensure that the surtitles correspond to the stage action.
Keywords: opera theatre, opera speech consultant, Slovenian literary language, orthoepy, linguistic standard
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|97-106
Darija Skubic, Maša Blaško in Mateja Dagarin Fojkar: Uporaba slovenščine pri poučevanju angleščine v drugem triletju osnovne šole. Jezik in slovstvo. 3-4/2019. 105–116.
Raba maternega jezika pri poučevanju tujega je tema mnogih znanstvenih razprav v zadnjih desetletjih. Mnenja teoretikov o tem so deljena. V zadnjem času prevladuje trend premišljene uporabe materinščine pri tujejezikovnem poučevanju. Odločitev, kdaj uporabljati slovenščino pri poučevanju tujega jezika, je v celoti prepuščena učiteljem, ki presodijo, ali jo bodo uporabljali ali ne glede na vsebino poučevanja in potrebe učencev. V raziskavi smo s pomočjo anketnega vprašalnika raziskovali stališča učiteljev o rabi slovenščine pri poučevanju angleščine. V raziskavo je bilo vključenih 87 učiteljev iz drugega vzgojno-izobraževalnega obdobja. Ugotovili smo, da večina učiteljev pri poučevanju tujega jezika uporablja slovenščino, količina uporabe pa se med posameznimi učitelji razlikuje. Učitelji se zavedajo tako pozitivnih kot negativnih vidikov uporabe maternega jezika, znane pa so jim tudi težave pri uporabi samo tujega jezika. Približno četrtina učiteljev bi želela, da bi učni načrt določil količino in načine uporabe slovenščine pri poučevanju angleščine.
Ključne besede: poučevanje angleščine, materni jezik, tuji jezik, slovenščina
Darija Skubic, Maša Blaško in Mateja Dagarin Fojkar: The Use of Slovenian in Teaching English in the Second Cycle of Primary School . Jezik in slovstvo. 3-4/2019. 105–116.
The use of the mother tongue in foreign language teaching has been highlighted in many ELT discussions in recent decades. Nowadays, the tendency in foreign language instruction is to use the mother tongue purposefully and after careful reflection; however, the criteria upon which to base mother tongue use have not been specified. The decision as to when to use the mother tongue has been left to teachers, who decide whether or not to use it depending on the learning content and the learners’ needs. The study was conducted with the help of a questionnaire that was completed by 87 English language teachers in the second cycle of primary school in Slovenia. The main aim of the study was to explore teachers’ perceptions and attitudes towards the use of Slovenian as the first or second language. The majority of the teachers who participated in the survey reported active use of the mother tongue; however, the quantity of use differs from teacher to teacher. Teachers are aware of both the positive and negative aspects of using the mother tongue in foreign language teaching, and of the problems that arise in the classroom when only the foreign language is used. A quarter of the teachers would like the English syllabus to prescribe the amount and the ways of using the mother tongue in foreign language teaching.
Keywords: teaching English, mother tongue, foreign language, Slovenian
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|107-118
Haris Agović: Razlikovanje med stanjem in trpnikom na primerih iz korpusa akademske slovenščine. Jezik in slovstvo. 3-4/2019. 117–129.
Trpnik se v slovenščini zaradi tradicije odklanjanja trpnika redko uporablja, saj je raba nekoliko zaznamovana. V slovenščini se trpnik tvori z deležnikom na -n/-t ali pa s se. Deležnik na -n/-t lahko izraža tudi stanje, kar povzroča težave pri ločevanju med trpnikom in stanjem, saj trpnik nima samosvoje oblike. Jasne meje, kdaj je izraženo stanje in kdaj trpnik, ni. Najpogosteje mora veljati vidsko-časovno ohranjanje pri pretvorbi trpnika v tvornik, ki se pa ne izpostavi vedno nujno za pravilno. Upoštevati moramo tudi kontekst in situacijo. Na podlagi ročno pregledanih primerov iz Korpusa akademske slovenščine bo pokazano, da se vid in čas pri pretvorbi ne ohranita vedno, vseeno pa primer lahko označimo za trpnik, npr. Zavezanost ideologiji je spodbujena preko socialnih povezav.
Ključne besede: trpnik, deležnik na -n/-t, tvornik, deležnik stanja
Haris Agović: Differentiating between the Stative and Dynamic Passive in Examples from a Corpus of Academic Slovenian. Jezik in slovstvo. 3-4/2019. 117–129.
The passive voice is quite rare in Slovenian due to a tradition that does not recommend its use except in certain types of text. In Slovenian, the passive voice is built with the participle with -n/-t or with se, although the form with se is quite rare. The problem arises when the participle does not express the passive voice but rather the state. There is a rule to distinguish the two meanings: when an active (or passive) construction is being transformed into a passive (or active) construction, the tense and the verbal aspect should not be changed. Based on examples from the corpus, it will be shown that this rule is not always correct.
Keywords: passive voice, participle with -n/-t, active voice, dynamic passive, stative passive
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|119-131
Tamara Mikolič Južnič: Slovenska zemljepisna imena v italijanskih besedilih. Jezik in slovstvo. 3-4/2019. 131–148.
Prispevek s korpusno metodologijo osvetljuje nekatera vprašanja v zvezi s pojavljanjem slovenskih zemljepisnih imen v italijanščini, tako z njihovo rabo v izvirnih italijanskih besedilih kot v prevodih iz slovenščine. Specifično se osredotoča na razpoznavanje različnih problematik pri prevajanju zemljepisnih imen ter na njihovo posledično drugačno obravnavanje pri prevajanju. Analiza upošteva tako nekatera zgodovinska in ideološka dejstva, povezana z rabo slovenskih zemljepisnih imen, slovnično umeščenost zemljepisnih imen v italijanska besedila ter ustaljenost izrazov v italijanščini.
Ključne besede: zemljepisna imena, slovenščina, italijanščina, prevajanje
Tamara Mikolič Južnič: Slovenian Toponyms in Italian Texts. Jezik in slovstvo. 3-4/2019. 131–148.
The paper sheds light on some questions regarding the presence of Slovenian toponyms in Italian texts, both with regard to their use in original Italian texts and in translations from Slovenian. Specifically, the discussion is centred on the various problems associated with the translation of toponyms and their consequent different translations. The analysis takes into account some historical and ideological facts associated with the use of Slovenian toponyms in Italian, their role from the point of view of grammar in Italian texts, and the frequency of certain forms in the target language.
Keywords: toponyms, Slovenian, Italian, translation
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|133-150
Nataša Pirih Svetina: Ocene in poročila: Hotimir Tivadar in Urban Batista: Fonetika 1. Jezik in slovstvo. 3-4/2019. 149–151.
Nataša Pirih Svetina: Reviews and Reports: Hotimir Tivadar and Urban Batista: Fonetics 1. Jezik in slovstvo. 3-4/2019. 149–151.
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|151-153
Andreja Žele; Matej Šekli in Lidija Rezoničnik (ur.); István Lukács, Marija Bajzek Lukač idr.: V branje vam priporočamo. Jezik in slovstvo. 3-4/2019. 153, 154.
Andreja Žele; Matej Šekli in Lidija Rezoničnik (ur.); István Lukács, Marija Bajzek Lukač idr.: Recommended Reading. Jezik in slovstvo. 3-4/2019. 153, 154.
PDF: http://www.jezikinslovstvo.com/pdf.php?part=2019|3-4|155-156