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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

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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

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

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

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 08 July 2024, https://urn.nsk.hr/urn:nbn:hr:131:148097

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 2024 July 08] Available at: https://urn.nsk.hr/urn:nbn:hr:131:148097

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

Metadata
TitleProstor 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
AuthorIvona Gašparić
MentorIva Nazalević Čučević (mentor)
MentorArnalda Dobrić (komentor)
Committee memberIva Nazalević Čučević (član povjerenstva)
Committee memberArnalda Dobrić (član povjerenstva)
Committee memberMarija Malnar Jurišić (predsjednik povjerenstva)
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of Phonetics)
Zagreb
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of Croatian language and literature)
Zagreb
Defense date and country2023-09-29, 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)
Languagecroatian
URN:NBNurn:nbn:hr:131:148097
Study programmeTitle: 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 programmeTitle: 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 resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2023-09-30 16:31:43