Development and understanding of the metaphor among the children of the preschool age

Lazarević, Nataša; Stevanovic, Maja

doi:10.5937/inovacije1803049l

Inovacije u nastavi

2018

DOI: 10.5937/inovacije1803049l

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Development and understanding of the metaphor among the children of the preschool age

Nataša Lazarević¹,

Maja Stevanovic²

Abstract: Институт за педагошка истраживања, Београд Оригинални научни рад Разијеност и разумевање метафоре код деце предшколског узраста Резиме: Развијеност, разумевање и употреба метафоре утичу не само на језички развој у смислу богаћења и структурирања лексике и семантике већ и на општу вербалну способност сваког појединца, а условљени су и когнитивним развојем. Циљ нашег истраживања био је да испитамо развијеност и разумевање способности поређења и језичких метафора код деце на предшколском узрасту. Такође, испитива… Show more

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Cited by 4 publications

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How do fifth graders understand the language of mathematics textbooks?

Randjelovic¹,

Stevanovic²,

Lazarevic³

2022

ZIPI

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A significant and insufficiently studied problem in the education in our country is the quality of textbook language. It is vital to address the issue from students? perspective (to whom this teaching aid is primarily intended), which, among other things, enables to analyse whether the textbook presents the support for students to learn, but also to examine the extent to which the textbook can help students improve their basic abilities, primarily linguistic and cognitive. Therefore, the aim of this paper is to examine how fifth graders understand the language of mathematics textbooks. Students (N = 209) of the said age from three Belgrade primary schools participated in the research. The students were asked to mark language units whose meaning they did not understand in two lessons (studied and nonstudied) in mathematics textbooks. The results indicate that there are several types of linguistic units that students evaluate as incomprehensible: words, syntagms, and sentences. They also reveal that the students understand better the language of familiar than that of unfamiliar lesson, which indicates that they would not be able to master the knowledge from these textbooks independently. In the familiar lesson, significantly more students do not understand words and syntagms belonging to general lexical system of Serbian language. In the unfamiliar lesson, however, significant percentage of students does not understand meanings of the sentences used (seven sentences in average). The students with a better grade in mathematics marked fewer unclear sentences in both familiar and unfamiliar lesson. The obtained results could be used in improving the quality of the language in mathematics textbooks, as well as in raising students? language competence.

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How do fifth graders understand the language of mathematics textbooks?

Randjelovic¹,

Stevanovic²,

Lazarevic³

2022

ZIPI

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Figures of speech in the Serbian language curriculum for grades 1-4 of primary school

Stakić¹

2021

Nastava i vaspitanje

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This paper is based on a content analysis of the curriculum for the subject Serbian Language for grades 1-4 of primary school, the purpose of which was to determine to what extent the elements of the curriculum regulating the teaching and learning of figures of speech in the first four grades of primary school are in accordance with contemporary insights into the learning abilities of children of this age, and into the importance of figures of speech for learning. An analysis of the content of the reformed curriculum has shown that the enabling of students to understand the role that figures of speech play in a literary work begins in the third grade of primary school, and that instruction only focuses on two figures, namely, simile and personification. The levels of knowledge specified in the syllabus outcomes include knowledge of the instruction content pertaining to these figures, understanding of this content and its application in the course of analyzing a literary work. Learning about figures of speech is gradual, but there is some inconsistency in terms of the relationship of outcomes-content-instructions from grade to grade. It is not enough for instruction about figures of speech to be limited to only two figures, since understanding of the role of figures of speech is an important segment in the interpretation of literary works and helps improve students' language skills. In addition, work on figures of speech can represent the starting point for internal integration linking literature and stylistics instruction to language, i.e. grammar instruction. It is therefore suggested that enabling students to identify figures of speech in a literary work and to understand their role should start in the second grade of primary school, and that the number of figures of speech that students learn about in the first four grades should be increased.

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Opportunities and challenges in mastering polysemous words and idioms in foreign language learning based on analogous procedures in the native language

Stakić¹,

Arsić²

2022

Zb Filoz fak Priština

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The paper points out some of the potential problems in foreign language learning that may arise during the enrichment of one's vocabulary with polysemous words and idioms (phrasemes). The aim is to analyse when exactly their acquisition should start in second language learning, as well as to indicate some of the methodological possibilities that allow for its realisation. Their acquisition requires consistency and continuity in the presentation of these lexical layers, and understanding-interpretation of contextual meaning. It is necessary to start enriching student vocabulary with such lexical layers in a timely manner. This timeliness means that the acquisition of such vocabulary and lexical layers should begin at an early age, in the very first stages of second language learning, and some methodological procedures, such as didactically guided play, allow for its realisation. Different types of games (imagination and drama games: pantomime, role-play, and dramatization), which can also be used to for modelling games in foreign language learning, and enriching student vocabulary with polysemous words and idioms, as well as creating an authentic context that allows students to understand the concept of figurative meaning in real-life language use, are presented on the examples of the Serbian language as the native language.

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Development and understanding of the metaphor among the children of the preschool age

Cited by 4 publications

References 14 publications

How do fifth graders understand the language of mathematics textbooks?

How do fifth graders understand the language of mathematics textbooks?

Figures of speech in the Serbian language curriculum for grades 1-4 of primary school

Opportunities and challenges in mastering polysemous words and idioms in foreign language learning based on analogous procedures in the native language

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