Prostor i prostorni odnosi u jeziku kroz prizmu govorno-jezičnoga razvoja djece s oštećenjem sluha i poteškoćama u slušanju

Gašparić, Ivona

prikaz prve stranice dokumenta Prostor i prostorni odnosi u jeziku kroz prizmu govorno-jezičnoga razvoja djece s oštećenjem sluha i poteškoćama u slušanju

master's thesis

Prostor i prostorni odnosi u jeziku kroz prizmu govorno-jezičnoga razvoja djece s oštećenjem sluha i poteškoćama u slušanju

Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences, 2023. urn:nbn:hr:131:148097

Gašparić, Ivona

University of Zagreb
Faculty of Humanities and Social Sciences
Department of Phonetics
University of Zagreb
Faculty of Humanities and Social Sciences
Department of Croatian language and literature

Institutional repository: ODRAZ

Cite this document

APA 6th Edition

Gašparić, I. (2023). Prostor i prostorni odnosi u jeziku kroz prizmu govorno-jezičnoga razvoja djece s oštećenjem sluha i poteškoćama u slušanju (Master's thesis). Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:131:148097

MLA 8th Edition

Gašparić, Ivona. "Prostor i prostorni odnosi u jeziku kroz prizmu govorno-jezičnoga razvoja djece s oštećenjem sluha i poteškoćama u slušanju." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences; University of Zagreb, Faculty of Humanities and Social Sciences, 2023. https://urn.nsk.hr/urn:nbn:hr:131:148097

Chicago 17th Edition

Harvard

Gašparić, I. (2023). 'Prostor i prostorni odnosi u jeziku kroz prizmu govorno-jezičnoga razvoja djece s oštećenjem sluha i poteškoćama u slušanju', Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences; University of Zagreb, Faculty of Humanities and Social Sciences, accessed 27 February 2025, https://urn.nsk.hr/urn:nbn:hr:131:148097

Vancouver

Gašparić I. Prostor i prostorni odnosi u jeziku kroz prizmu govorno-jezičnoga razvoja djece s oštećenjem sluha i poteškoćama u slušanju [Master's thesis]. Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; 2023 [cited 2025 February 27] Available at: https://urn.nsk.hr/urn:nbn:hr:131:148097

IEEE

I. Gašparić, "Prostor i prostorni odnosi u jeziku kroz prizmu govorno-jezičnoga razvoja djece s oštećenjem sluha i poteškoćama u slušanju", Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb; University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, 2023. Available at: https://urn.nsk.hr/urn:nbn:hr:131:148097

Cite this item: https://urn.nsk.hr/urn:nbn:hr:131:148097

Metadata

Title	Prostor i prostorni odnosi u jeziku kroz prizmu govorno-jezičnoga razvoja djece s oštećenjem sluha i poteškoćama u slušanju
Title (english)	Space and spatial relations in language regarding speech-language development of children with hearing impairment and difficulties in listening
Author	Ivona Gašparić
Mentor	Iva Nazalević Čučević (mentor)
Mentor	Arnalda Dobrić (komentor)
Committee member	Iva Nazalević Čučević (član povjerenstva)
Committee member	Arnalda Dobrić (član povjerenstva)
Committee member	Marija Malnar Jurišić (predsjednik povjerenstva)
Granter	University of Zagreb Faculty of Humanities and Social Sciences (Department of Phonetics) Zagreb
Granter	University of Zagreb Faculty of Humanities and Social Sciences (Department of Croatian language and literature) Zagreb
Defense date and country	2023-09-29, Croatia
Scientific / art field, discipline and subdiscipline	HUMANISTIC SCIENCES Philology Phonetics
Scientific / art field, discipline and subdiscipline	HUMANISTIC SCIENCES Philology Croatian Studies
Abstract	Proučavanje odnosa prostora, njegove konceptualizacije i jezičnoga kodiranja u djece s oštećenjem sluha i poteškoćama u slušanju temeljna je okosnica ovoga rada. Teorijska uporišta predstavljaju kognitivnolingvističke i postavke lokalističkih pristupa jeziku te premise lingvistike govora i verbotonalnoga sistema. Cilj je rada protumačiti potencijalne poteškoće u konceptualizaciji i jezičnome kodiranju prostora u djece s oštećenjem sluha na sintaktičkosemantičkoj razini. Istraživanje je provedeno u dvjema dobnim skupinama s jednakim brojem djece s oštećenjem sluha i bez njega. Iskazi ispitanika prikupljeni su metodom vođenoga razgovora pomoću opservacije i audiosnimanja te su usporedno deskriptivno analizirani. Rezultati su pokazali odstupanja eksperimentalne skupine obiju dobnih podgrupa i s obzirom na opću složenost produciranih struktura, i iskazivanje prostornih značenja te razumijevanje i iskazivanje prostornih metafora. Najznačajnije su razlike među skupinama zamijećene u osnovnoškolskoj dobi u općim sposobnostima strukturiranja te iskazivanju prostornih metafora, što upućuje na teškoće u kodiranju većega broja informacija isključivo u jeziku i posredstvom jezika. Kako među skupinama nema razlika u razumijevanju prostora per se, zaključuje se kako se poteškoće djece s oštećenjem sluha s obzirom na prostor odnose isključivo na njegovo jezično (de)kodiranje, a ne na njegovu konceptualizaciju. Pokazuje se i kako korištenje gesti i pokreta osobito povoljno djeluje na govor djece obiju skupina.
Abstract (english)	The paper deals with the study of the relationship of space, its conceptualization, and linguistic encoding in children with hearing impairment and listening difficulties. Cognitivelinguistic, locative approaches to language, premises of speech linguistics and the verbotonal system represent its theoretical base. It aims to interpret potential difficulties in the conceptualization and linguistic encoding of space in children with hearing impairment at the syntactic-semantic level. The research was conducted in two age groups, with an equal number of children with and without hearing impairments. Utterances were collected through observation, audiorecording and guided conversation methods and were descriptively analyzed. The results showed deviations in the experimental group of both age subgroups in the overall complexity of produced structures, the expression of spatial meanings, and in the understanding and expression of spatial metaphors. The most significant differences between the groups were observed in school age, regarding general structuring abilities and expressing spatial metaphors. Since there were no differences between the groups in understanding space per se, it seems that experimental group's difficulties relate solely to linguistic (de)coding of space and not its conceptualization. The use of gestures and movements has shown a particularly beneficial effect on the speech of children in both groups.
Keywords
Keywords (english)
Language	croatian
URN:NBN	urn:nbn:hr:131:148097
Study programme	Title: Phonetics (double major); specializations in: Clinical Phonetics, Rhetoric, General Phonetics, Rhetoric and General Phonetics Course: Clinical Phonetics Study programme type: university Study level: graduate Academic / professional title: magistar/magistra edukacije fonetičar rehabilitator (magistar/magistra edukacije fonetičar rehabilitator)
Study programme	Title: Croatian Language and Literature; specializations in: Teaching Course: Teaching Study programme type: university Study level: graduate Academic / professional title: magistar/magistra edukacije hrvatskog jezika i književnosti (magistar/magistra edukacije hrvatskog jezika i književnosti)
Type of resource	Text
File origin	Born digital
Access conditions	Open access
Terms of use
Created on	2023-09-30 16:31:43

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