The level of development of hyponymy in the language of junior elementary-school students
The ability to establish lexical relations of hyponymy is one of the most relevant indicators of lexical-semantic development, i.e. language development in general. Bearing this in mind, the aim of our research was to examine to what extent hyponymy is developed in the language of junior elementary-...
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| Format: | Article |
| Language: | English |
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Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
2015-01-01
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| Series: | Nastava i Vaspitanje |
| Subjects: | |
| Online Access: | http://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2015/0547-33301501039L.pdf |
| _version_ | 1818676902665125888 |
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| author | Lazarević Emilija Stevanović Jelena |
| author_facet | Lazarević Emilija Stevanović Jelena |
| author_sort | Lazarević Emilija |
| collection | DOAJ |
| description | The ability to establish lexical relations of hyponymy is one of the most relevant indicators of lexical-semantic development, i.e. language development in general. Bearing this in mind, the aim of our research was to examine to what extent hyponymy is developed in the language of junior elementary-school age students. The research was conducted in three elementary schools in Belgrade during 2013/14 academic year. The sample was adequate and comprised 431 second and third grade students. The subtest Hyponymy of the Lexical-Semantic Test was used in the research (author: Z. Kasić). The results showed that the mentioned relation of meaning was, to the greatest extent, established in the area of hyponymic polisemy, then in the use of conkrete nouns, and then in the use of abstract nouns. The findings indicate the relation between acquisition of hyponymy and academic attainment, while gender differences were not found. The results lead to the conclusion that various lexical excercises should be practiced at early school age continously and intensively, bearing in mind that lexical-semantic development, cognitive development and (un)succesful mastering of curricular contents are linked interdependently. |
| first_indexed | 2024-12-17T08:50:51Z |
| format | Article |
| id | doaj.art-baa59c7bfc01478db65f5dbf22220a1e |
| institution | Directory Open Access Journal |
| issn | 0547-3330 2560-3051 |
| language | English |
| last_indexed | 2024-12-17T08:50:51Z |
| publishDate | 2015-01-01 |
| publisher | Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu |
| record_format | Article |
| series | Nastava i Vaspitanje |
| spelling | doaj.art-baa59c7bfc01478db65f5dbf22220a1e2022-12-21T21:56:04ZengPedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u BeograduNastava i Vaspitanje0547-33302560-30512015-01-01641395410.5937/NASVAS1501039L0547-33301501039LThe level of development of hyponymy in the language of junior elementary-school studentsLazarević Emilija0Stevanović Jelena1Education Research Institute, Belgrade, SerbiaEducation Research Institute, Belgrade, SerbiaThe ability to establish lexical relations of hyponymy is one of the most relevant indicators of lexical-semantic development, i.e. language development in general. Bearing this in mind, the aim of our research was to examine to what extent hyponymy is developed in the language of junior elementary-school age students. The research was conducted in three elementary schools in Belgrade during 2013/14 academic year. The sample was adequate and comprised 431 second and third grade students. The subtest Hyponymy of the Lexical-Semantic Test was used in the research (author: Z. Kasić). The results showed that the mentioned relation of meaning was, to the greatest extent, established in the area of hyponymic polisemy, then in the use of conkrete nouns, and then in the use of abstract nouns. The findings indicate the relation between acquisition of hyponymy and academic attainment, while gender differences were not found. The results lead to the conclusion that various lexical excercises should be practiced at early school age continously and intensively, bearing in mind that lexical-semantic development, cognitive development and (un)succesful mastering of curricular contents are linked interdependently.http://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2015/0547-33301501039L.pdfhyponymyparadigmatic lexical relationssemantic/linguistic developmentstudentsjunior elementary-school age |
| spellingShingle | Lazarević Emilija Stevanović Jelena The level of development of hyponymy in the language of junior elementary-school students Nastava i Vaspitanje hyponymy paradigmatic lexical relations semantic/linguistic development students junior elementary-school age |
| title | The level of development of hyponymy in the language of junior elementary-school students |
| title_full | The level of development of hyponymy in the language of junior elementary-school students |
| title_fullStr | The level of development of hyponymy in the language of junior elementary-school students |
| title_full_unstemmed | The level of development of hyponymy in the language of junior elementary-school students |
| title_short | The level of development of hyponymy in the language of junior elementary-school students |
| title_sort | level of development of hyponymy in the language of junior elementary school students |
| topic | hyponymy paradigmatic lexical relations semantic/linguistic development students junior elementary-school age |
| url | http://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2015/0547-33301501039L.pdf |
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