Prethodno priopćenje
https://doi.org/10.15516/cje.v20i0.2384
Teaching Word Stress Patterns in Primary School
Ivana Gusak Bilić
orcid.org/0000-0003-1399-6380
; University of Zagreb, Academy of Dramatic Art, Acting Department
Marko Alerić
; University of Zagreb, Faculty of Humanities and Social Sciences, Department of Croatian Studies
Jelena Vlašić Duić
orcid.org/0000-0002-4984-6539
; University of Zagreb, Faculty of Humanities and Social Sciences, Department of Phonetics
Sažetak
The aim of this research was to determine the relationship between the four integral parts of the educational process: the documents (The National Curriculum Framework for Pre-School Education and General Compulsory and Secondary Education and The Syllabus for Primary School), Croatian language textbooks (with accompanying teacher’s books), teachers and students. The pilot study included 9 teachers and 73 students. The results indicate that textbooks are mainly in line with the educational outcomes stated in the strategic documents, but that there are also some departures from these outcomes. Sometimes teachers depart from the guidelines set in the documents, but their attitude to the teaching unit Word Stress Patterns is a reflection of their personal opinion, their perception of the educational outcomes, the time planned for this unit, students’ abilities, etc. The difference in the results achieved by students in the target group and those in the control group in the variable Test Achievement was not statistically significant. Statistical difference was not found in the variable The Parents’ Background either. Some answers provided by students indicate the areas in which students have most difficulties. More comprehensive future studies would further develop the new knowledge, which might result in a more efficient study of this particular teaching unit.
Ključne riječi
Croatian language; primary school; word stress patterns.
Hrčak ID:
214278
URI
Datum izdavanja:
30.10.2018.
Posjeta: 1.323 *