Research on collocations in the Croatian language has mostly been directed towards issues relating to linguistics and lexicography, while research on their use is scarce and mostly directed towards second language speakers (Burić & Lasić, 2012; Ordulj, 2016; Petrović, 2007). This paper brings forth the results of research on the use of collocations among native speakers of the Croatian language. Based on the corpus analysis of characteristics of collocations and investigation of native Croatian language speakers, the influence of two factors on the use of collocations was researched: frequency of collocations and associative strength of collocation elements. The use of collocations in a morphologically unmarked form (nominative) and in dependent cases, along with their use in the narrower and broader context was researched. The research results indicate that the key factors for using collocations by native speakers are factors of frequency and associative strength, while the morphological form of the collocation is irrelevant to native speakers. The research also showed stronger influence of context on the use of less frequent collocations and weaker associative strength from the use of collocations of high frequency and strong associative strength. The results obtained are relevant for understanding general processes in the acquisition of the Croatian language as the mother tongue and suggest a starting point for considering more efficient ways of teaching the Croatian language. Key words: associative strength of collocation; frequency; context; mother tongue attainment. ---SažetakIstraživanja kolokacija u hrvatskome jeziku uglavnom su usmjerena na njihov lingvistički opis i leksikografsku problematiku, a istraživanja njihove uporabe rijetka su i uglavnom usmjerena na inojezične govornike (Petrović, 2007, Burić i Lasić, 2012, Ordulj, 2016). U ovome se radu donose rezultati istraživanja uporabe kolokacija kod izvornih govornika hrvatskoga jezika. Na temelju obavljenih korpusnih istraživanja obilježja kolokacija i ispitivanja govornika hrvatskoga kao materinskoga jezika, istražen je utjecaj dvaju čimbenika na uporabu kolokacija: čestote kolokacija te asocijativne snage kolokacijskih sastavnica. Istražena je uporaba kolokacija u morfološki neobilježenome obliku (nominativu), u kosim padežima, kao i uporaba u užem i širem kontekstu. Rezultati istraživanja pokazuju da su u uporabi kolokacija kod izvornih govornika ključni čimbenici čestote i asocijativne snage, a da je morfološki oblik kolokacije izvornim govornicima nebitan. Istaživanje je također pokazalo veći utjecaj konteksta na uporabu kolokacija manje čestote i slabije asocijativne snage od uporabe kolokacija veće čestote i jake asocijativne snage. Dobiveni rezultati važni su za razumijevanje općih procesa ovladavanja hrvatskim kao materinskim jezikom i kao polazište za promišljanja o učinkovitijim načinima poučavanja hrvatskoga jezika. Ključne riječi: asocijativna snaga kolokacije; čestota; kontekst; ovladavanje materinskim jezikom.
Today Međimurje County has some 11,000 inhabitants belonging to the Roma national minority, with about 1,400 Roma pupils attending primary education and amounting up to 13% of the pupils in Međimurje (http://www.medjimurska-zupanija. hr/najnovije/u-predskolu-krenula-nova-generacija-ucenika-roma). Research in language and education shows that Roma pupils have insufficient or no knowledge of the Croatian language upon their enrolment into primary school. This makes it difficult for them to attend regular classes (Cvikić, 2007; Cvikić & Petroska, 2013; Turza-Bogdan & Ciglar, 2010). The education of the pupils at such an early age depends heavily on their teachers' competences; most of all the linguistic and teaching competences. We set out to investigate the attitudes of the Faculty of Teacher Education students on the issue of the education of Roma pupils that is carried out in Croatian, which is their second language. To investigate the issue we presented primary and preschool education students with a questionnaire prepared for the purposes of the study. The responses of the selected sample of students present their opinions and attitudes on the education of the Roma pupils, and point to the necessary increase in the future teachers' linguistic and teaching competences. We conclude by presenting some options to improve the quality of education of primary and preschool teachers with respect to the acquisition of Croatian as a second or foreign language as its crucial element.
Slovenski jezik je eden redkih jezikov, ki imajo v izobraževalnem sistemu Republike Hrvaške dvojni status: poučuje se kot manjšinski jezik po modelu C (negovanje manjšinskega jezika in kulture), pa tudi kot tuji jezik v obliki aktivnosti izven pouka. V pričujočem prispevku prikazujemo posebnosti pouka slovenščine kot tujega jezika v osnovnih šolah v Varaždinski in Međimurski županiji. Na osnovi strukturiranih intervjujev, ki so bili opravljeni z učiteljicami slovenskega jezika v omenjenih županijah, smo raziskovali posebnosti pouka slovenskega jezika z organizacijske in vsebinske perspektive. Rezultati so prikazani glede na model učiteljskih kompetenc (Lončarić in Majić 2015).
An argumentative text should present evidence that prove the author’s claims, which implies logical organization of the text and expression of a cause-and-effect relationship. This paper explores the way of expressing causality in argumentative writing in Croatian as a mother tongue (L1), and a foreign language (L2). The study investigates Croatian L1 and L2 speakers’ use of causative connectives in various types of syntactic structures, based on the corpus of 110 argumentative essays (Croatian L1 N=55, Croatian L2 N=55). The results show that in order to express causality, L1 and L2 speakers use the same connectives, in the same syntactic types, but not at the same frequency. Croatian L1 speakers showed strong preference for using pa as a typical causal connective for coordinated and jer for subordinate compound sentences. In comparison to Croatian L1 speakers, L2 speakers showed two tendencies: to overuse some connectives (jer, zato što), and to underuse the others (pa).
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