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Title:Dati skozi ali prestati? : napake in jezikovne variante v rabi večbesednih enot pri samostojnem tvorjenju besedil v osnovni in srednji šoli
Authors:ID Gantar, Polona (Author)
ID Bon, Mija (Author)
Files:URL URL - Source URL, visit https://www.sodobna-pedagogika.net/clanki/03-2025_dati-skozi-ali-prestati-napake-in-jezikovne-variante-v-rabi-vecbesednih-enot-pri-samostojnem-tvorjenju-besedil-v-osnovni-in-srednji-soli/
 
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MD5: 366077948BD5081C3D2022014B4950C2
 
Language:Slovenian
Typology:1.01 - Original Scientific Article
Organization:Logo ZDPDS - Association of Societies of Educational Workers of Slovenia
Abstract:V prispevku opišemo težave pri rabi večbesednih enot (VBE), ki jih imajo učenci in dijaki pri samostojnem tvorjenju besedil. Pri tem izhajamo iz učiteljskih popravkov v korpusu Šolar 3.0 in jezikovnih odločitev pri izdelavi učne množice Šolar-Eval. V raziskavi smo nabor problemov kategorizirali glede na tip alternativne jezikovne ubeseditve (izrazne, leksikalne in kontekstualne), tip VBE (stalne zveze, frazeološke enote, kolokacije, skladenjske zveze) ter glede na to, ali gre za variantno ali napačno ubeseditev. V jeziku je stvari mogoče povedati na različne načine, zato tudi ni enoznačnih popravkov, hkrati pa se spekter besednozvezne problematike razteza od napak na eni strani, ki so razmeroma redke in imajo za posledico nerazumevanje, napačno razumevanje oz. z vidika rojenega govorca nepričakovano izbiro, do variant na drugi strani, pri katerih obstaja (še) druga ubeseditev istega sporočila. Prepoznavanje omenjenih ubeseditev omogoča oblikovanje povratne informacije v smislu pravilnejše, slogovno in kolokacijsko ustreznejše ubeseditve, kot tudi prepoznavanje alternativnih ubeseditev, ki v jeziku delujejo bolj ali manj enakovredno, kar je mogoče ugotavljati s pomočjo referenčnega korpusa. Ključne besede: popravljanje
Keywords:popravljanje šolskih besedil, jezikovna varianta, jezikovna napaka, povratna učiteljska informacija, večbesedne enote, frazeološke enote, kolokacije, skladenjske zveze
Publication status:Published
Publication version:Version of Record
Publication date:31.10.2025
Year of publishing:2025
Number of pages:str. 39-58
Numbering:Letn. 76 = 142, št. 3
PID:20.500.12556/DiRROS-24461 New window
UDC:373.5
ISSN on article:0038-0474
DOI:10.63384/sptB5_z789s New window
COBISS.SI-ID:259193859 New window
Publication date in DiRROS:30.11.2025
Views:77
Downloads:32
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Record is a part of a journal

Title:Sodobna pedagogika
Shortened title:Sodob. pedagog.
Publisher:Zveza društev pedagoških delavcev Slovenije
ISSN:0038-0474
COBISS.SI-ID:761348 New window

Licences

License:CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-sa/4.0/
Description:This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:English
Title:Getting through or overcoming it? Errors and linguistic variants in the use of multi-word units in independent text production in primary and secondary school
Abstract:This paper describes the difficulties students encounter when using multiword expressions (MWEs) in independent text production. Our analysis is based on teachers‘ corrections in the Developmental corpus Šolar 3.0 (Arhar Holdt et al. 2022) and linguistic decisions made during the development of the evaluation dataset for automated error correction Šolar-Eval (Gantar et al. 2023). We categorize the identified issues in the use of MWEs according to the type of alternative linguistic expression (formal, lexical, and contextual; Geeraerts 1994), the type of MWE (fixed expressions, phraseological units, collocations, syntactic constructions), and whether the expression is a variant or an error. Language allows multiple ways of expressing the same idea, which means that corrections are not always unambiguous. At the same time, the spectrum of MWE issues ranges from errors – relatively rare occurrences that lead to misunderstanding, misinterpretation, or unexpected choices from a native speaker‘s perspective, to variants, where an alternative phrasing of the same message exists. Recognizing these different expressions enables the formulation of feedback that offers not only more correct, stylistically appropriate, and collocationally suitable phrasing but also alternative expressions that in the language function more or less equivalently. In school writing, there is a noticeable intentional use of more expressive linguistic choices to enrich the text and enhance narrative vividness, whereas teacher‘s corrections tend to favor more neutral expressions and simplification (e. g., go through – endure).
Keywords:correction of school texts, linguistic variation, language error, teacher‘s feedback, multiword expressions, phraseological units, collocations, sintactic combinations


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  1. Sodobna pedagogika

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