Prva stran



Številka 3/2013 ~ Issue 3/2013



Janja Polajnar: Neprodani in trdni. Ja, seveda, potem pa svizec ... Osamosvajanje oglasnih sloganov v slovenskem jeziku. Jezik in slovstvo. 3/2013. 3–19.
V prispevku so predstavljeni tisti oglasni slogani v slovenskem jeziku, ki se osamosvajajo, tj. so rabljeni v novih, predvsem neoglaševalskih sobesedilih. Ob primerjavi raziskav v domači in nemški literaturi s področja citatov in izcitatnih frazemov je izdelan model za opisovanje postopnega osamosvajanja oglasnih sloganov (priložnostni citat – stalni citat – izcitatni frazem). Na izbranih zgledih je v slovenščini ponazorjena raba tako prostih kot sovisnih sloganov domačih in tujih blagovnih znamk ter njihovih različnih izrazov, variant in modifikacij. Na kratko so obravnavani tudi frazeološki modeli iz sloganov.
Ključne besede: frazeologija, ustaljevanje oglasnih sloganov, citati, izcitatni frazemi, modifikacije, frazeološki modeli

Janja Polajnar: Unsold and firm. Yes, of course, and then the marmot ... Lexicalization of Advertising Slogans in Slovenian. Jezik in slovstvo. 3/2013. 3–19.
The article presents advertising slogans in Slovenian that are becoming independent or lexicalized, i.e., they are used in new, mostly non-advertising contexts. On the basis of a comparison of research found in Slovenian and German literature on advertising quotes and quotation idioms, a model for describing the gradual lexicalization of advertising slogans has been developed (ad hoc slogan – permanent slogan – quotation idiom). Selected examples in Slovenian illustrate the use of independent and dependent slogans promoting Slovenian and foreign trademarks, including their various forms,variants and modifications. There is also a brief treatment of phraseological slogan models.
Keywords: phraseology, lexicalization of advertising slogans, quotes, quotation idioms, modifications, phraseological models

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2013|3|3–19



Tanja Tomazin: Srbski literarni postmodernizem – želja ali zgodovinsko dejstvo? Jezik in slovstvo. 3/2013. 21–34.
Članek obravnava srbski literarni postmodernizem kot literarno smer in obdobje v osemdesetih in prvi polovici devetdesetih let 20. stoletja. Postmodernistična književnost, predvsem proza, je srbski literarni vedi s svojo predrugačeno poetiko predstavljala izziv, družbeno-kulturnim krogom pa zaradi svoje apolitične narave v tedanjih političnih razmerah celo problem. Ob upoštevanju predvsem srbske pa tudi slovenske literarne kritike članek izpostavlja nekatere razloge za to. Obenem skuša odgovoriti na dilemo, ali se je literarni postmodernizem z vsemi svojimi specifikami v Srbiji, ki je zadnja desetletja 20. stoletja doživljala velike politično-zgodovinske spremembe in zato ostala daleč od tistega stanja, ki ga družbeni teoretiki imenujejo postmoderno, zares zgodil ali pa je šlo le za željo srbske literarne manjšine, da bi se literatura osvobodila pritiskov politično-zgodovinske stvarnosti.
Ključne besede: postmodernizem, postmoderna, poetika, roman, polemika

Tanja Tomazin: Serbian Literary Postmodernism – Wishful Thinking or a Historical Fact? Jezik in slovstvo. 3/2013. 21–34.
The article deals with Serbian literary postmodernism as a literary current and as a literary period in the 1980s and early 1990s. With its transformed poetics, postmodern literature, particularly prose, represented a challenge to Serbian literary science, while even becoming a problem for the existing sociocultural circles due to its apolitical nature in the context of the political conditions of the time. The present paper highlights several reasons for this, taking into consideration especially Serbian, but also Slovenian literary criticism. At the same time, it attempts to dissolve the dilemma as to whether literary postmodernism, with all of its specifics, has actually occurred in Serbia – which, in the last decades of the 20th century, experienced great political-historical upheavals, and thus remained distanced from the state that social theoreticians call postmodern – or whether it was just a case of the desire of the Serbian literary minority for literature to free itself from the pressures of the political and historical reality.
Keywords: postmodernism, Postmodern Period, poetics, novel, polemics

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2013|3|21–34



Alenka Koron: Krajnski komedijanti kot del kanonizacijskega procesa preroditeljev v slovenski kulturi. Jezik in slovstvo. 3/2013. 35–44.
Članek izpostavi nekatere značilne okoliščine nastanka in uprizoritev Kreftovih Krajnskih komedijantov kot kanonizacijske geste, s katerimi je skušal avtor prevrednotiti Linhartovo vlogo v slovenski literarni zgodovini. Skoraj štirideset let poznejše delo Mirka Zupančiča Iz takšne smo snovi kot kranjski komedijanti, ki se medbesedilno navezuje na Linhartovega Matička in Kreftove Komedijante, pa že priča o drugačnih namerah avtorja in razkroju igre v igri.
Ključne besede: Bratko Kreft, slovenska dramatika, igra v igri, France Kidrič, Županova Micka, Mirko Zupančič, Anton Tomaž Linhart

Alenka Koron: The Comedians of Carniola as Part of the Revivalists’ Canonisation Process in Slovenian Culture. Jezik in slovstvo. 3/2013. 35–44.
The article sheds light on some of the significant circumstances of the genesis and performance of Kreft’s play The Comedians of Carniola as gestures of canonisation with which the author attempted to re-evaluate Linhart’s role in Slovenian literary history. Nearly forty years later, a play by Mirko Zupančič entitled That’s the Stuff of which the Comedians of Carniola are Made is intertextually connected to Linhart’s play The Happy Day or Mathias Gets Married and Kreft’s The Comedians of Carniola, but displays different intentions of the author and the decomposition of the play within the play.
Keywords: Bratko Kreft, Slovenian drama, play within a play, France Kidrič, Micka the Mayor’s Daughter, Mirko Zupančič, Anton Tomaž Linhart

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2013|3|35–44



Darija Skubic: Otrokovo poznavanje koncepta tiska (knjige) kot pomemben del zgodnje pismenosti. Jezik in slovstvo. 3/2013. 45–58.
Članek govori o problematiki zgodnje pismenosti v Sloveniji, še posebej o otrokovem poznavanju koncepta tiska in knjige. Najprej so opredeljeni pojmi pismenost, porajajoča se pismenost in zgodnja pismenost. V nadaljevanju je prikazan eden izmed instrumentov za ugotavljanje oz. preverjanje otrokovega poznavanja koncepta tiska in knjige. Sledi predstavitev raziskave, v kateri smo ugotavljali zavedanje koncepta knjige in tiska kot pomembnega dela zgodnje pismenosti 535 pet- in šestletnih otrok, vključenih v 25 naključno izbranih slovenskih vrtcev. Rezultati so pokazali, da se več kot polovica vprašanih otrok zna orientirati v knjigi in da več kot polovica otrok razlikuje med slikami in besedilom, pozna smer tiska, pozna začetek in konec knjige ter zna uporabljati knjižno terminologijo. Z rezultati ne moremo biti zadovoljni, zato predlagamo metodo t. i. poudarjenega ozaveščanja tiska, s katero vzgojiteljica oz. vzgojitelj spodbuja otrokovo poznavanje tiska.
Ključne besede: otrok, zgodnja pismenost, koncept tiska (knjige), vzgojitelj

Darija Skubic: The Child’s Familiarity with the Concept of Print (the Book) as an Important Element of Early Literacy. Jezik in slovstvo. 3/2013. 45–58.
The article deals with the topic of early literacy in Slovenia, focusing on the child’s familiarity with the concept of print and the book. The first section sets out to define the notions of literacy, nascent literacy and early literacy. In the continuation, the article presents one of the instruments for assessing or verifying the child’s familiarity with the concept of print and the book. It then goes on to present the results of research into the awareness of the concept of print and the book as an important aspect of early literacy in 535 children aged 5–6 years who attend 25 randomly selected Slovenian kindergartens. The results show that more than half of the children are able to grasp the structure of a book, and that more than half of them are capable of distinguishing between pictures and text, of recognising the direction of the print, and of determining the beginning and the end of a book, as well as being able to use literary terminology. As these results are unsatisfactory, we suggest adopting the method of so-called emphasised awareness-raising in the field of printed books, whereby the educator encourages the child’s familiarity with print.
Keywords: child, early literacy, the concpet of print (book), educator

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2013|3|45–58



Milena Kerndl: Notranja učna diferenciacija in individualizacija pri pouku književnosti v heterogenih učnih skupinah tretjega vzgojno-izobraževalnega obdobja. Jezik in slovstvo. 3/2013. 59–74.
V prispevku predstavljamo del raziskave o izvajanju načela notranje učne diferenciacije in individualizacije pri pouku književnosti, ki smo jo izvedli v šolskem letu 2011/12 med učitelji v heterogenih učnih skupinah tretjega vzgojno-izobraževalnega obdobja. Osrednji problem, ki smo ga proučevali, je usposobljenost učiteljev slovenščine za prepoznavanje razlik med učenci, in sicer njihove recepcijske zmožnosti in njihovega horizonta pričakovanj, ter v povezavi s tem izvajanje načela notranje učne diferenciacije in individualizacije pri obravnavi književnih besedil z namenom sistematičnega razvijanja recepcijske zmožnosti posameznega učenca. Opisana usposobljenost naj bi bila sestavina učiteljeve književnodidaktične kompetence. Rezultati raziskave kažejo, da se učitelji za prepoznavanje teh razlik med učenci ne čutijo dovolj usposobljeni in si v ta namen želijo dodatnih izobraževanj.
Ključne besede: pouk književnosti, osnovna šola, notranja učna diferenciacija in individualizacija, razlike med učenci, recepcijska zmožnost, horizont pričakovanj, književnodidaktična kompetenca učitelja

Milena Kerndl: Inner Educational Differentiation and Individualisation in Literature Classes in Heterogeneous Groups of the 3rd Educational Cycle. Jezik in slovstvo. 3/2013. 59–74.
The article presents one part of research into the implementation of the principles of inner educational differentiation and individualisation in literature classes. The research was carried out in the 2011/12 school year amongst teachers in heterogeneous groups of the 3rd educational cycle. The key issue investigated was the capacity of Slovenian language teachers to recognise differences between pupils, i.e., their receptive abilities and the horizon of their expectations. In relation to this, a study was also made of the implementation of the principles of inner educational differentiation and individualisation in the treatment of literary texts, which aims to systematically develop the reception ability of the individual pupil. The described capacity should be a component of every teacher’s literary-didactic competence. The results of the research show that teachers do not feel sufficiently competent to discriminate successfully between pupils in terms of their abilities, and therefore desire additional training in this field.
Keywords: literature classes, primary school, inner educational differentiation and individualisation, differences amongst pupils, reception ability, horizon of expectations, literary-didactic competence

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2013|3|59–74



Ines Budinoska: Ali osnovnošolski učitelji aktivno vključujejo učence priseljence v pouk? Jezik in slovstvo. 3/2013. 75–88.
V prispevku so predstavljeni izsledki raziskave, ki je bila narejena v okviru doktorskega študija. Raziskava se osredotoča na učitelje kot oblikovalce in usmerjevalce pedagoškega procesa. Osrednje vprašanje je, ali in kako učitelji prilagajajo svoje delo pri rednem pouku, če so v razredu tudi učenci priseljenci, ki so se pred kratkim všolali v slovensko osnovno šolo in še ne (po)znajo slovenskega jezika. Zanimalo nas je, katere strategije uporabljajo učitelji oz. kako dejansko poteka jezikovno in siceršnje vključevanje otrok priseljencev v šolsko prakso ter ali prihaja do morebitnega razkoraka med deklarativno izraženimi mnenji učiteljev o vključevanju učencev priseljencev v pouk in njihovimi dejanskimi oz. uporabljenimi praksami.
Ključne besede: učenci priseljenci, jezikovna integracija, strategije učiteljev pri vključevanju učencev priseljencev, mnenja učiteljev o vključevanju učencev priseljencev

Ines Budinoska: Do Primary School Teachers Actively Include Immigrant Pupils in Their Classroom Activities? Jezik in slovstvo. 3/2013. 75–88.
The article presents the results of research carried out within the framework of doctoral studies, focusing on teachers as shapers and leaders of the pedagogical process. The central issue is whether and how teachers adapt their work in regular classroom activities for classes including immigrant pupils who have recently entered a Slovenian school and are not yet in command of the Slovenian language. The research investigates the strategies adopted by teachers and the ways in which inclusion of immigrant children in school practices, both linguistically and in general, is implemented. It also determines whether potential discrepancies arise between the declarative opinions of teachers on the inclusion of immigrant pupils into school and the practices that they actually adopt.
Keywords: immigrant pupils, linguistic integration, teachers’ strategies to include immigrant pupils, teachers’ opinions on the inclusion of immigrant pupils

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2013|3|75–88



Ocene in poročila/Reviews
Katarina Podbevšek
Simpozij o umetniškem govoru na Akademiji za gledališče, radio, film in televizijo v Ljubljani

Martina Potisk
Ocena monografije Irene Avsenik Nabergoj Hrepenenje in skušnjava v svetu literature. Motiv Lepe Vide



V branje vam priporočamo/Recomended Readings