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Pregled bibliografske jedinice broj: 878157

Verbal prefixes in teaching Croatian as a second language


Udier, Sanda Lucija; Mikelić Preradović, Nives; Boras, Damir
Verbal prefixes in teaching Croatian as a second language // Applied Linguistics Research and Methodology / Cergol Kovačević, Kristina ; Udier, Sanda Lucija (ur.).
Frankfurt am Main, Germany: Peter Lang, 2017. str. 153-167


Naslov
Verbal prefixes in teaching Croatian as a second language

Autori
Udier, Sanda Lucija ; Mikelić Preradović, Nives ; Boras, Damir

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Applied Linguistics Research and Methodology

Urednik/ci
Cergol Kovačević, Kristina ; Udier, Sanda Lucija

Izdavač
Peter Lang

Grad
Frankfurt am Main, Germany

Godina
2017

Raspon stranica
153-167

ISBN
978-3-631-71723-3

Ključne riječi
Croatian as a second language, CL2, foreign language teaching, verbal prefixes, prefix u-, prefix pro-

Sažetak
Verbal prefixes play a great role in teaching Croatian as a second language (CL2) because they facilitate acquisition of meanings for entire verb groups. Verbal prefixes in Croatian language (CL) have already been researched (Belaj 2008, Šarić 2014), but not all of them have been described yet. Also, their role in CL2 teaching has still not received much scientific attention. The aim of this paper is to create the basis for a glottodidactic model of teaching prefixed verbs as a part of CL2 curriculum. Our primary claim is that interpretation of the meaning (or meanings) of a verbal prefix, that (co)shapes the meaning of a prefixed verb, along with the frequency of the meaning or meanings of the prefix, is crucial for teaching prefixed verbs in C2L curriculum. Thus, the meaning that is more frequently represented in language would be given chronological and quantitative advantage in the CL2 curriculum. Prefixed verbs are often followed by a prepositional phrase headed by a preposition that is cognate to a verbal prefix. We aimed to investigate how this fact affects the acquisition of verbal prefixes. We presume that the acquisition of a prefix is more systematic if the verb is followed by a preposition cognate to the prefix, and, consequently, that the acquisition is less systematic if the verb isn’t followed by a cognate prefix. Students’ ability to infer meanings of the prefix u- and prefix pro- was analyzed. Results of the research confirmed that the knowledge of the meaning of cognate prepositions represents the best support to learners in identifying and interpreting the meaning of verbal prefix and of the prefixed verb itself. This proof represents a starting point for the development of a linguistic model for the glottodidactic processing of meanings of verbal prefixes in CL2 teaching. The development of such model should also include results of corpus linguistics studies that show the representation and frequency of each meaning of each prefix in language. Based on corpus data, CL2 teaching should give priority to more frequent meanings of prefixes in chronological and quantitative terms.

Izvorni jezik
Engleski

Znanstvena područja
Informacijske i komunikacijske znanosti, Filologija



POVEZANOST RADA


Ustanove
Filozofski fakultet, Zagreb