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Številka 1–2/2012 ~ Issue 1–2/2012



Uvodnik /Editorial
Boža Krakar Vogel

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|3–6



Boža Krakar Vogel: Tekmovanje za Cankarjevo priznanje v luči nekaterih primerjav. Jezik in slovstvo. 1–2/2012. 7–17.
V članku so podane primerjave aktualnega koncepta tekmovanja za Cankarjevo priznanje z nekaterimi drugimi šolskimi tekmovanji v znanju jezikov in drugih področij družboslovja in naravoslovja ter s tekmovanji v materinščini v sosednjih državah. Posebej sta prikazani tekmovanji v znanju madžarskega jezika in književnosti za gimnazijce na Madžarskem, ki sta kompleksni tako po vsebini kakor po taksonomski zahtevnosti tekmovalnih dejavnosti. Na podlagi tega opisa je dodanih nekaj refleksij v zvezi s tem, katere možnosti se še kažejo pri tekmovanju za Cankarjevo priznanje, od preverjanja strategij testnega branja do preverjanja poznavanja jezika, pa tudi (med)kulturne zavesti in razgledanosti na podlagi poznavanja literature kot sistema.
Ključne besede: tekmovanja v znanju | primerjave | taksonomija | vsebine in oblike preverjanja

Boža Krakar Vogel: The Cankar Award Competition in the Light of Some Comparisons. Jezik in slovstvo. 1–2/2012. 7–17.
The article provides comparisons of the current concept of the Cankar Award Competition with certain other school language competitions and with competitions in other felds within social studies and natural sciences, as well as with some competitions in the mother tongue in neighbouring countries. A special focus is on two competitions in Hungarian language and literature for high school pupils in Hungary, which are complex both in content and in terms of the taxonomic diffculty of the competition activities involved. On the basis of this description, some refections are added concerning additional options that can be identifed in connection with the Cankar Award Competition, from testing reading strategies to verifying language competence, (inter)cultural awareness and informedness linked to the knowledge of literature as a system.
Keywords: knowledge competitions | comparisons | taxonomy | content and forms of assessment

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|7–17



Igor Saksida: Z odprtimi očmi zagotovo pridemo na zeleno vejo kritičnega branja. Jezik in slovstvo. 1–2/2012. 18–34.
Članek uvodoma prikazuje možnosti izbire problemskih besedil za pouk književnosti ter njihov vpliv na razvijanje zmožnosti kritičnega branja, povzema pa tudi okoliščine (mnenja in odzive) na izbiro dveh problemskih besedil, ki sta bili podlagi za Cankarjevo tekmovanje v šolskem letu 2011/2012. V osrednjem delu prikazuje naraščanje števila tekmovalcev od šolskega leta 2006/2007 ter opredeljuje prvine bralne zmožnosti, ki jih zahteva pisanje razlagalnega spisa in jih je najti v priporočilih mentorjem. Rezultati državnega tekmovanja kažejo na primerno občutljivost preizkusa ter na to, da sta med kriteriji za uvrstitev tekmovalcev najpomembnejša razumevanje in prepričljivost osebnega odziva, tema dvema kriterijema pa sledijo uporaba književnega znanja ter zgradba besedila in jezikovna pravilnost. Rezultati in predvsem najboljši spisi dokazujejo, da je Cankarjevo tekmovanje pomembna oblika razvijanja bralne kulture oz. zmožnosti kritičnega branja.
Ključne besede: Cankarjevo tekmovanje | problemske teme | kritično branje | kriteriji za vrednotenje razlagalnega spisa

Igor Saksida: With Our Eyes Wide Open Critical Reading Can Surely Thrive. Jezik in slovstvo. 1–2/2012. 18–34.
In the introduction, the article demonstrates the possibilities inherent in the selection of socially engaged texts for the subject of literature and the infuence of such texts on the development of competencies in critical reading, while at the same time summarising the circumstances (opinions and responses) surrounding the selection of the two socially engaged texts used as the basic texts in the Cankar Award Competition in the 2011/2012 school year. The central section presents the steady growth in the number of participants in the competition since the 2006/2007 school year and defnes the elements of reading competence required by the process of essay composition, which are also found in the recommendations to mentors. The results of the state competition show the adequate degree of sensitivity of the test, as well as indicating that amongst the criteria determining the ranking of the participants the most important are those of comprehension and the convincingness of the personal response, followed by the use of literary knowledge, the structure of the text and language correctness. The results, and above all the best essays, prove that the Cankar Award Competition is an important facet of the development of reading culture and competencies in critical reading.
Keywords: Cankar Award Competition | socially engaged topics | critical reading | criteria for essay assessment

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|18–34



Vladimir Pirc: Tekmovanje v znanju slovenščine za Cankarjevo priznanje med letoma 1997 in 2007. Jezik in slovstvo. 1–2/2012. 35–48.
V prispevku je predstavljeno desetletno obdobje tekmovanja v znanju slovenščine za Cankarjevo priznanje. Koordinator analizira razvoj in potek tekmovanja ter opozarja na probleme, ki so se pojavljali skladno s širitvijo tekmovanja. Tekmovanje je zaradi vsakoletnega knjižnega razpisa in potrebe po objektivnem vrednotenju esejskih in testnih nalog odpiralo tudi strokovno-didaktična in etična vprašanja, organizatorji pa so se trudili za korekten potek v zadnjih letih komaj obvladljivega vseslovenskega tekmovanja.
Ključne besede: tekmovanje v znanju slovenščine za Cankarjevo priznanje | organizacijska struktura | ravni tekmovanja | vrednotenje nalog | pridobitve in slabosti tekmovanja

Vladimir Pirc: The Cankar Award Slovene Language Competition in the Period between 1997 and 2007. Jezik in slovstvo. 1–2/2012. 35–48.
The article is an overview of a decade of the Cankar Award Competitions. The coordinator sets out to analyse the development and the unfolding of the competitions, pointing out the problems that arose because of the competition’s expansion. Due to the annual literary tender and the need for an objective evaluation of the essay and test tasks, the competition has raised professional didactic and ethical questions. At the same time, the organisers have put a lot of effort into ensuring the integrity of this all-Slovene competition, which in recent years, due to its size, has become barely manageable.
Keywords: Cankar Award Slovene language Competition | organisational structure | annual tender | competition levels | task assessment | survey | strengths and weaknesses of the competition

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|35–48



Klemen Lah: Cankarjevo priznanje – s poti. Jezik in slovstvo. 1–2/2012. 49–58.
Članek povzema in pojasnjuje izhodiščne točke programa za prenovo tekmovanja za Cankarjevo priznanje, ki ga je v letih 2007 in 2008 pripravila delovna skupina v okviru Slavističnega društva Slovenije in pokrajinskega Slavističnega društva Ljubljana. Program prenove je temeljil na vsestranskem spodbujanju ustvarjalnosti, zaradi česar je še vedno aktualen in bi lahko bil spodbuda za razmislek o drugačnih organizacijskih in vsebinskih oblikah tekmovanja za Cankarjevo priznanje.
Ključne besede: tekmovanje za Cankarjevo priznanje | prenova | Cankarjev literarni festival

Klemen Lah: The Cankar Award – The Path Traversed (and The Path Ahead). Jezik in slovstvo. 1–2/2012. 49–58.
The article summarises and clarifes the premises of the programme for the reform of the Cankar Award Competition that was laid out in the period 2007–2008 by a working group within the framework of the Slavic Society of Slovenia and the regional Slavic Society of Ljubljana. The reform programme was based on the comprehensive encouragement of creativity. It is therefore still topical today and could function as a stimulus for considering other organisational and content categories for the Cankar Award Competition.
Keywords: Cankar Award Competition | reform | Cankar Festival of Literature

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|49–58



Mojca Nidorfer Šiškovič: Videovsebine v šoli in ob tekmovanju iz znanja slovenščine Slovenščina ima dolg jezik. Jezik in slovstvo. 1–2/2012. 59–66.
V prispevku utemeljujemo podlage za novo tekmovanje iz znanja slovenščine Slovenščina ima dolg jezik, ki ga organizira Slavistično društvo Slovenije, sekcija Znanost mladini. Zasnova tekmovanja sledi uveljavljanju in rabi sodobnih medijev v življenju otrok in mladostnikov, obenem pa poudarja poglobljeno delo s književnim besedilom in daljšo, skupinsko pripravo tekmovalnih izdelkov. Osnovnošolci in srednješolci se bodo pri prvem tekmovanju s podnaslovom Književnost na filmu pomerili v pripravi kratkega filma, ki ga bodo posneli na podlagi izbranega književnega besedila. Z izbiro takšne vsebine tekmovanja je poudarek na kompleksnosti, saj se v poustvarjalnosti stikajo književnost in elementi filmskega jezika. Pri tem pa načrtovalci predvidevamo, da bo učence in dijake ter učitelje prav to pritegnilo in jih motiviralo za sodelovanje, tekmovanje pa bo okrepilo večpismenost.
Ključne besede: večkodnost | pismenost | slovenščina | film | tekmovanje

Mojca Nidorfer Šiškovič: Video Content in School and in the “Slovene Has a Big Mouth” (Slovenščina ima dolg jezik) Language Competition. Jezik in slovstvo. 1–2/2012. 59–66.
In the article, we provide argumentation in support of a new competition in the knowledge of the Slovene language entitled “Slovene Has a Big Mouth” organised by the Science to the Youth section of the Slavic Society of Slovenia. The design of the competition is such that it takes into account the spread and use of contemporary media in the lives of children and young adults, while at the same time emphasizing the importance of in-depth engagement with literary texts and a more rigorous team preparation of the competition products. In the frst competition, entitled Literature on Film, primary and upper secondary school pupils will compete in the preparation of a short film based on a selected literary text. The choice of this particular content places the emphasis on complexity, given that in the process of reproduction the literary and filmic elements come together. The designers of the competition presuppose that this is precisely what pupils and teachers will be attracted and motivated by.
Keywords: multicoded messages | language competencies | Slovene | film | competition

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|59–66



Jerca Vogel: Sodobnejši koncept sporazumevalne zmožnosti kot izhodišče za prenovo jezikovnega dela izpita iz slovenščine na splošni maturi. Jezik in slovstvo. 1–2/2012. 67–81.
Izhodišče za razpravo je razmislek o položaju izpita iz slovenščine na splošni maturi ter o njegovi vpetosti v štiriletni pouk slovenščine v gimnazijah. Ugotavlja se, da razmerje med učnimi cilji, pričakovanimi dosežki in cilji maturitetnega izpita ni popolnoma jasno določeno, zato je bilo treba pri prenovi jezikovnih izpitnih pol upoštevati tudi koncept sporazumevalne zmožnosti kot osrednjega cilja jezikovnega pouka v učnem načrtu ter temeljna načela, ki jih prinaša sodobnejše pojmovanje tega pojma. Na podlagi teh ugotovitev se utemeljujeta ohranitev osnovne strukture maturitetne razčlembe izhodiščnega besedila ter vpeljava nekaterih novih oblik nalog, ki omogočajo dosledno kontekstualiziranost dejavnosti in vrednotenje sestavin sporazumevalne zmožnosti tudi v medsebojni interakciji.
Ključne besede: slovenski jezik | sporazumevalna zmožnost | splošna matura | razčlemba izhodiščnega besedila | kontekstualizacija | celostnost

Jerca Vogel: A Contemporary View of Communicative Competence as a Starting Point for the Reform of the Language Part of the Slovene Exam in the General Matura Examination. Jezik in slovstvo. 1–2/2012. 67–81.
The starting point for the discussion is refection on the status of the Slovene exam in the general matura examination and on its integration in the four-year syllabus of Slovene at the general upper secondary school (grammar school). It has been established that the relationship between the teaching goals, the expected achievements and the goals of the matura exam is not entirely clear. Consequently, in the reform process the concept of communicative competence as the central goal of language instruction has had to be taken into account within the syllabus, along with the fundamental principles that apply in the contemporary understanding of this concept. On the basis of these conclusions, we advocate the preservation of the basic structure of the original text analysis and the introduction of new forms of tasks that enable the consistent contextualisation of activities and the assessment of the elements of communicative competence in interpersonal interaction.
Keywords: the Slovene language | general matura (examination) | original text analysis | contextualisation | integrated approach

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|67–81



Marjana Hodak: Slovenščina na poklicni maturi. Jezik in slovstvo. 1–2/2012. 83–95.
Dijaki v srednjem strokovnem izobraževanju od leta 2002 opravljajo poklicno maturo, ki ima pisni in ustni del. Pisni izpit je zunanji, izpitno gradivo in navodila za ocenjevanje pripravlja Državna predmetna komisija za poklicno maturo za slovenščino in slovenščino kot drugi jezik. Ustni izpit je notranji in ga vsebinsko in organizacijsko pripravljajo učitelji na šolah. Prispevek podrobneje predstavlja jezikovni del pisnega izpita, kognitivno zahtevnost nalog v razčlembi neumetnostnega besedila in uspešnost kandidatov pri reševanju nalog.
Ključne besede: poklicna matura | pisni izpit | ustni izpit | razčlemba neumetnostnega besedila

Marjana Hodak: The Subject of Slovene in the Vocational Matura Examination. Jezik in slovstvo. 1–2/2012. 83–95.
Since 2002, pupils in vocational upper secondary education have been required to pass a vocational matura examination that comprises a written and an oral part. The written part is external, with the exam materials and assessment instructions being prepared by the National Committee for the Vocational Matura for the subjects of Slovene and Slovene as a second language. The oral exam is carried out internally, and organised and prepared in terms of content by school teachers. The article presents a detailed analysis of the written exam, the degree of cognitive diffculty of tasks in the non-literary text analysis, and the success of the candidates in task solving.
Keywords: vocational matura (examination) | written exam | oral exam | non-literary text analysis

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|83–95



Mojca Cestnik, Vida Medved Udovič, Tina Žagar Pernar: Nacionalno preverjanje znanja iz slovenščine ob koncu tretjega obdobja osnovne šole – analiza. Jezik in slovstvo. 1–2/2012. 97–109.
V prispevku analiziramo preizkuse znanja iz slovenščine v devetem razredu osnovne šole od leta 2002 do 2012, pri čemer posebej osvetljujemo dosežke učencev pri izbranih nalogah ob neumetnostnem in umetnostnem besedilu. Ugotavljamo, da je natančno branje besedil in sklepanje na osnovi podatkov iz le-teh za učence zahtevna dejavnost, kar kaže na pomanjkljivo razvito bralno zmožnost in na to, da je v učnem procesu premalo samostojnega tvorjenja pisnih besedil in utemeljevanja s pomočjo posrednih in neposrednih podatkov iz besedil. Analiza preizkusov je pokazala, da z nalogami v le-teh preverjamo doseganje večine ciljev oz. standardov v učnem načrtu za slovenščino v osnovni šoli. Podatki o dosežkih učencev so pomembna informacija tako za posameznega učenca, učitelja in šolo kot tudi na nacionalni ravni, saj je na osnovi pridobljenih podatkov mogoče odpravljati primanjkljaje pri poučevanju slovenščine in načrtovati učinkovitejše pristope za dvig bralne pismenosti učencev.
Ključne besede: vocational matura (examination) | written exam | oral exam | non-literary text analysis

Mojca Cestnik, Vida Medved Udovič, Tina Žagar Pernar: National Assessment in Pupils’ Knowledge of the Slovene Language at the End of the Third Cycle of Primary School – Analysis. Jezik in slovstvo. 1–2/2012. 97–109.
The article presents an analysis of knowledge tests in the subject of the Slovene language in the ninth grade of primary school in the period demonstrates insuffcient reading skills and points to the fact that the didactic process lacks independent production of written texts and argumentation based on the direct and indirect information in the texts. The test analysis has shown that the tasks are designed to assess the achievement of the majority of the goals and norms set by the Slovene primary school curriculum. As well as being important information for the individual pupil, teacher and school, data on pupils’ achievements is also signifcant at the national level. On the basis of this data, it is possible to compensate for certain shortcomings in teaching Slovene, and to plan more effcient approaches in order to improve pupils’ reading literacy. 2002–2012, with a special focus on pupils’ achievements in selected tasks involving non-literary and literary texts. It is established that in-depth reading and deduction on the basis of the information obtained in the texts places high demands on pupils, which
Keywords: national assessment | achievement description | non-literary text | literary text

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|97–109



Metodične izkušnje/Methodical Experiences
Meta Rešek
Cankarjevo tekmovanje – prej in zdaj

Izidora Černigoj
Tekmovanje za Cankarjevo priznanje od drugega do petega razreda osnovne šole 

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|111–114



Ocene in poročila/Reviews and Reports
Zoran Božič
Boža Krakar Vogel in Milena Mileva Blažić: Sistemska didaktika književnosti v teoriji in praksi. Ljubljana: Pedagoški inštitut, 2012

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|115–116



V spomin/In Memoriam
Zoltan Jan
Janez Dolenc – častni član Slavističnega društva

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|117–123



V branje vam priporočamo/Recommended Readings
Igor Saksida
Nagrajene pisave – nagrada za bralca

PDF: http://www.jezikinslovstvo.com/pdf.php?part=2012|1-2|125