Fonotaktički čimbenici u pisanju kod djece s jezičnim teškoćama

master's thesis

• Title (english): Phonotactic factors in writing in children with language impairment
• Author: Ella Zečević
• Mentor: Marijan Palmović (mentor)
• Committee member: Marijan Palmović (predsjednik povjerenstva)
• Committee member: Melita Kovačević (član povjerenstva)
• Committee member: Ana Matić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2020-09-22, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Pisanje je složen lingvističko-kognitivni proces koji je utjecajan i u edukacijskoj i u izvan odgojno-obrazovnoj socijalnoj okolini. Najbitnijom prekretnicom u dječjem učenju alfabetskog pisanja se smatra razvoj ideje da grafemi reprezentiraju glasove iz jezika. Ipak, nisu svi jezici iz alfabetskog ortografskog sustava jednako transparentni. Prisustvo nedosljednosti i iregularnosti u jeziku može usporiti i otežati razvoj pisanja. Unatoč očuvanoj kogniciji, kod djece s jezičnim teškoćama problemi se mogu imati ispoljavati na svim jezičnim sastavnicama-fonologija, morfologija, sintaksa, semantika i pragmatika. Fonotaktika je grana fonologije koja određuje moguće kombinacije fonema u određenome jeziku. Fonotaktička ograničenja su već dobro utvrđen pojam u istraživanjima razvoja oralnoga jezika, stoga je cilj ovoga rada bio povezati fonotaktiku s pisanim jezikom, odrediti kako fonotaktički čimbenici utječu na pojavnost grešaka u pisanim produkcijama djece s jezičnim teškoćama te zaključno opisati njihov mehanizam učenja. Iako su istraživanja na ovu temu malobrojna, pregledom literature se utvrdilo da su djeca najviše griješila u pisanju suglasničkih skupina, dužih riječi i manje frekventnih grafema. Unatoč tome što pseudoriječi poštuju fonotaktička pravila određenoga jezika, djeca s jezičnim teškoćama su na zadatku diktata jednako griješila u pisanju pseudoriječi kao i u pisanju iregularnih riječi, dok su im najmanji problem predstavljale regularne riječi.
Proizvode fonološki neprihvatljive greške. Poznavanje grafema na kraju prvoga razreda je na jako lošoj razini, tijekom inicijalnih mapiranja grafema ne iskorištavaju fonotaktičke informacije. Općenito, tijekom pisanja grafema nedovoljno iskorištavaju prisutne lingvističke informacije. No s vremenom uče i poboljšavaju se u pisanju. S obzirom da su producirane greške bile kvantitativno, ali ne i kvalitativno drugačije od onih koje su proizvela djeca urednog razvoja, naglasak se stavlja na potrebu što ranijih pojačanih eksplicitnih instrukcija.

Abstract (english)

Writing is a complex linguistic-cognitive process. It is influential both in the educational and in the non-educational social environment. The most important turning point in children's learning of alphabetic writing is considered to be the development of the idea that graphemes represent spoken sounds. However, not all languages from the alphabetic orthographic system are equally transparent. The presence of inconsistencies and irregularities in language can slow down and hinder the development of writing. Despite the preserved cognition, children with language difficulties may have problems with all language components - phonology, morphology, syntax, semantics and pragmatics. Phonotactics is a branch of phonology that determines possible combinations of phonemes in a particular language. Phonotactic limitations are already a well-established concept in oral language research, so the aim of this paper was to link phonotactics with written language, determine how phonotactic factors affect the occurrence of errors in written productions of children with language difficulties and finally describe their learning mechanism. Although research on this topic is scarce, a review of the literature showed that children made the most mistakes in writing consonant clusters, longer words, and less frequent graphemes. Despite the fact that pseudo-words follow the phonotactic rules of a certain language, results showed no significant difference in number of errors that children with language difficulties made in spelling of pseudo-words and irregular words, while their least problem was spelling regular words. Children with language impairment produce phonologically unacceptable errors. Knowledge of graphemes at the end of the first grade is at a very poor level, during the initial mapping of graphemes they do not use phonotactic information. In general, they make insufficient use of the linguistic information present during grapheme writing. But over time, they learn and improve in their writing. Given that the errors produced were quantitatively but not qualitatively different from those produced by children of orderly development, emphasis is placed on the need for reinforced explicit instructions as early as possible.

• Keywords: pisanje; jezične teškoće; fonotaktika
• Keywords (english): writing/spelling; language impairment; phonotactics
• Language: croatian
• URN:NBN: urn:nbn:hr:158:862525
• Study programme: Title: Graduate study of Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra logopedije (magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2020-11-02 12:38:35