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https://doi.org/10.21464/mo44.232.7798

Representation of Speaking Methods in Teaching and Learning Croatian Language

Vesna Bjedov   ORCID icon orcid.org/0000-0003-2765-8593 ; Faculty of Humanities and Social Sciences, J. J. Strossmayer University in Osijek, Osijek, Croatia

Puni tekst: hrvatski, pdf (402 KB) str. 77-98 preuzimanja: 230* citiraj
APA 6th Edition
Bjedov, V. (2016). Zastupljenost govornih metoda u poučavanju i učenju hrvatskoga jezika. Metodički ogledi, 23 (2), 77-98. https://doi.org/10.21464/mo44.232.7798
MLA 8th Edition
Bjedov, Vesna. "Zastupljenost govornih metoda u poučavanju i učenju hrvatskoga jezika." Metodički ogledi, vol. 23, br. 2, 2016, str. 77-98. https://doi.org/10.21464/mo44.232.7798. Citirano 12.11.2019.
Chicago 17th Edition
Bjedov, Vesna. "Zastupljenost govornih metoda u poučavanju i učenju hrvatskoga jezika." Metodički ogledi 23, br. 2 (2016): 77-98. https://doi.org/10.21464/mo44.232.7798
Harvard
Bjedov, V. (2016). 'Zastupljenost govornih metoda u poučavanju i učenju hrvatskoga jezika', Metodički ogledi, 23(2), str. 77-98. https://doi.org/10.21464/mo44.232.7798
Vancouver
Bjedov V. Zastupljenost govornih metoda u poučavanju i učenju hrvatskoga jezika. Metodički ogledi [Internet]. 2016 [pristupljeno 12.11.2019.];23(2):77-98. https://doi.org/10.21464/mo44.232.7798
IEEE
V. Bjedov, "Zastupljenost govornih metoda u poučavanju i učenju hrvatskoga jezika", Metodički ogledi, vol.23, br. 2, str. 77-98, 2016. [Online]. https://doi.org/10.21464/mo44.232.7798

Sažetak
The paper deals with the speaking methods in the Croatian language teaching. First part deals with methods and their classification at the theoretical level. The monologic and dialogic teaching methods are emphasized, focusing on the method of oral presentation as a monologic teaching method and the types of teaching conversations as the dialogic teaching methods. The purpose of this paper is to explore the representation of speaking methods in the Croatian language teaching. We approach to this issue from the points of teaching and learning, and the continuity of two factors – teachers and students. Regarding this, the representation of the teacher’s speaking methods are explored – the dominance of teaching and the teacher’s role (reduced learning) and the representation of the students' speaking methods – the dominance of learning and the student’s role (significant learning). The aim is to determine the incidence of the speaking methods in teaching and learning of the Croatian language and to examine the prevailance of either the teacher’s or the student’s speaking methods. The research results based on the recordings of 30 hours of teaching practice showed that in the Croatian language teaching the representation of the teacher’s speaking methods, especially dialogical methods, is prevailing.

Ključne riječi
speaking methods in teaching; monologic and dialogic methods; types of conversation; teaching and learning; teacher and student of the Croatian language

Hrčak ID: 179364

URI
https://hrcak.srce.hr/179364

[hrvatski]

Posjeta: 461 *