{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-7HC6CBUC/d1c4f593-d690-4e7f-8a87-14af81a8ecb4/PDF","dcterms:extent":"248 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-7HC6CBUC/0dfab625-bfb5-4a8d-a212-c8a542266542/TEXT","dcterms:extent":"50 KB"}],"edm:TimeSpan":{"@rdf:about":"2009-2025","edm:begin":{"@xml:lang":"en","#text":"2009"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-7HC6CBUC","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-GMZ1HMBU"},{"@xml:lang":"sl","#text":"Vestnik za tuje jezike"}],"dcterms:issued":"2010","dc:creator":["Aladrović, Katarina","Pavličević-Franić, Dunja"],"dc:format":[{"@xml:lang":"sl","#text":"številka:1/2"},{"@xml:lang":"sl","#text":"letnik:2"},{"@xml:lang":"sl","#text":"str. 175-192"}],"dc:identifier":["ISSN:1855-8453","COBISSID:44720994","URN:URN:NBN:SI:doc-7HC6CBUC"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Znanstvena založba Filozofske fakultete"},"dc:subject":[{"@xml:lang":"en","#text":"Croatia"},{"@xml:lang":"en","#text":"Croatian"},{"@xml:lang":"sl","#text":"hrvaščina"},{"@xml:lang":"sl","#text":"Hrvaška"},{"@xml:lang":"sl","#text":"jezikovni razvoj"},{"@xml:lang":"sl","#text":"osnovna šola"},{"@xml:lang":"en","#text":"primary school"},{"@xml:lang":"sl","#text":"sporazumevalna zmožnost"},{"@xml:lang":"sl","#text":"standardni jezik"},{"@xml:lang":"sl","#text":"teorije učenja"},{"@rdf:resource":"http://www.wikidata.org/entity/Q9842"}],"dcterms:temporal":{"@rdf:resource":"2009-2025"},"dc:title":{"@xml:lang":"sl","#text":"Development of communicative competence among plurilingual students in monolingual Croatian language practice|"},"dc:description":[{"@xml:lang":"sl","#text":"When starting school pupils begin to adopt the standard Croatian language (non-dominant L2), which in some regions differs from the native idioms (dominant L1). In this situation the interlanguage field is created and most students become vertically plurilingual, i.e. the interweaving of different language codes is reflected in monolingual school practice. In this research the greatest attention has been paid to the cognitive-linguistic paradigm and the constructivist theory, within which the stimulus theory and error theory have proven to be an extremely purposeful part of the learning process in the early language development. The aim was to examine the purposefulness of the application of the modern learning theories on the development of communicative competence of younger primary school pupils. The research results have confirmed that communicative competence can be successfully developed, among other, by taking advantage of errors as a stimulus for further learning. Only in such a situation the interlanguage field in monolingual Croatian language practice should be treated as a positive and not a negative linguistic phenomenon"},{"@xml:lang":"sl","#text":"Ob vključitvi v sistem izobraževanja se učenci začnejo učiti hrvaški standardni jezik (neprevladujoči J2), ki je na nekaterih področjih različen od njihovega domačega jezika (prevladujoči J1). Na ta način se ustvarja medjezikovno polje in večina učencev postane vertikalno večjezičnih. Prepletanje različnih jezikovnih kodov pa se tako kaže v enojezični šolski praksi. V pričujoči raziskavi sta najbolj poudarjeni uporaba kognitivno-jezikoslovne paradigme in konstruktivistične teorije, znotraj katerih sta zelo pomembni teoriji spodbude in napak kot pomembnih delov procesa zgodnjega jezikovnega razvoja. Cilj raziskave je bil ugotoviti uporabnost sodobnih teorij učenja pri razvoju sporazumevalne zmožnosti učencev nižjih razredov osnovne šole. Rezultati potrjujejo, da se sporazumevalna zmožnost lahko uspešno razvija, če se, med drugim, napake učencev uporabijo kot spodbuda za nadaljnje učenje. Pri tem je treba medjezikovno polje v enojezični praksi hrvaškega jezika razumeti kot pozitiven in ne kot negativen jezikoslovni pojav"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-7HC6CBUC","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-7HC6CBUC"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-7HC6CBUC/d1c4f593-d690-4e7f-8a87-14af81a8ecb4/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Znanstvena založba Filozofske fakultete"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-7HC6CBUC/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-7HC6CBUC"}}}}