Normal view MARC view ISBD view

Verbal prefixes in teaching Croatian as a second language / Udier, Sanda Lucija ; Mikelić Preradović, Nives ; Boras, Damir.

By: Udier, Sanda Lucija.
Contributor(s): Mikelić Preradović, Nives [aut] | Boras, Damir [aut].
Material type: ArticleArticleDescription: 153-167 str.Other title: Verbal prefixes in teaching Croatian as a second language [Naslov na engleskom:].Subject(s): Croatian as a second language, CL2, foreign language teaching, verbal prefixes, prefix u-, prefix pro- | Croatian as a second language, CL2, foreign language teaching, verbal prefixes, prefix u-, prefix pro- In: Applied Linguistics Research and Methodology : proceedings for the 2015 CALS conference International annual conference of the Croatian Applied Linguistics Society - CALS (29 ; 2017 ; Zadar) str. 153-167Summary: 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.
Tags from this library: No tags from this library for this title. Log in to add tags.
No physical items for this record

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.

Projekt MZOS projekt

ENG

There are no comments for this item.

Log in to your account to post a comment.

Powered by Koha

//