Having signed different European and national documents, Slovenia accepted the ideas of European language policy based on multiculturalism and multilingualism. In this paper the method of critical ...discourse analysis is used to answer the question how these ideas are implemented both formally and legally in documents which enable the realization of language policy in education, with special attention being devoted to ideological concepts of these documents. The differences between the declarations in documents and practice are underlined, following the example of the Croatian language in Slovene primary school, where it primarily has the status of the foreign language. It is concluded that educational language policy in Slovenia generally supports learning and teaching of Croatian as a foreign language, but, unfortunately, without any planned strategy for foreign language teaching and also without systematic and coordinated concerns of competent institutions.
•A web-based terminology databank in the field of Slovenian public relations was made.•The corpus approach to terminography was used.•The methodology and the tools used are language independent.
The ...aim of the research project Terminology Databanks as the Bodies of Knowledge: The Model for the Systematisation of Terminologies is to compile a dictionary of Slovenian public relations, with 2000 entries. The terms will be explained and translated into English, with typical context, examples. From July 2013, the dictionary will be publicly available on www.termania.net.
Potpisivanjem različitih europskih i nacionalnih dokumenata Slovenija prihvaća ideje europske jezične politike koja se temelji na multikulturalnosti i višejezičnosti. Metodom kritičke analize ...diskursa odgovara se na pitanje kako se te ideje formalno-pravno ostvaruju u dokumentima koji omogućuju realizaciju jezične politike u obrazovanju, pri čemu se posebna pozornost posvećuje ideološkim konceptima dokumenata. Upozorava se na razlike između deklarativnosti dokumenata i prakse, i to na primjeru hrvatskoga jezika u slovenskoj osnovnoj školi, gdje on ima prije svega status stranoga jezika. Zaključuje se da slovenska jezična politika načelno podupire učenje hrvatskoga kao stranog jezika, ali nažalost, bez promišljene strategije nastave stranih jezika te bez sustavne i koordinirane brige nadležnih institucija.
Ker se je vid razvijal vzporedno z razpadanjem starega ?asovnega sistema, je lahko obdrzal veliko lastnosti izginulih ?asov - vid je torej bistvena vezna kategorija med glagolskimi ?asi in dolo?enim ...glagolskim pomenom in hkrati je vid v stalni soodvisnosti s ?asom v konkretnem besedilu,13 kar dokazujejo primeri kot To mi danes ne tekne (nedov.) nasproti Ve?erja je vsem teknila (dov.), Tvegal je za prijatelja (dov.) nasproti S tem tvega posmeh (nedov.), Ni ubogal nasveta (dov.) nasproti Rad uboga (nedov.). v slovens?ini je bilo opozorjeno na primere t. i. vidske tekmoval- nosti, vezane na ?asovni potek v povedi, npr. Sem ze ve?erjal - Sem ze pove?erjal, Vedno smo k obstoje?emu doprinesli tudi nekaj novega - Vedno smo k obstoje?emu doprinasali tudi nekaj novega ipd. (Me r se 2006: 167). na mozno razli?no vedenje nedovrsnika v pretekliku in prihodnjiku pa je opozorjeno s primeri Temperatura se je dvigovala 'visala, padala in spet visala', Temperatura se bo dvigovala 'vedno samo navzgor, brez nihanja' (... 2007: 71); nedovrsnik v prihodnjiku samo potrjuje tudi pomembno vlogo opazovalca, z izhodis?em v sedanjosti.14 sedanjiska stanjskost se lahko izrazi tudi s preteklim dovrsnikom, npr. Stric se je ze vrnil iz Ljubljane (To po rIsI? 1982: 256), dovrseno dejanje pa lahko tudi preteklim nedovrsnikom, npr. Me je kdo klical danes? (To po rIsI? 2000: 350).15 za slovens?ino je tipi?en dovrsni sedanjik v vlogi prihodnjika npr. pri determiniranih/enosmernih glagolih premikanja s predponskim obrazilom po-: pojdem, poletim, popeljem, npr. v znani narodni pesmi Jaz pa pojdem na Gorenjsko. Dovrsno dejanje v prihodnosti pa je lahko izrazeno tudi z nedovrsnim sedanjikom, npr. Jutri pla?am ra?un; pri kombinaciji dveh ?asovnih okvirov, tj. ponavljalnost in pretekli ?as, lahko imamo tudi primere kot Vsak dan je kupoval ?asopis - Vsak dan je kupil ?asopis. 3.1.1.1 v nasprotju z vidom se ?as bistveno redkeje leksikalizira in primer so sedanjiske oblike denimo, recimo, vzemimo, ki jim sskj pripisuje dva skupna po- mena, eksplicitneje pa jih ne poveze, npr. s kvalifikatorskim pojasnilom v ?lenkovni rabi. Te tri oblike (po sskj) druzita vsaj dva pomena: a) 'Uvaja povedano kot izho- dis?e za razmisljanja ne glede na resni?nost': Denimo, da je tako, kako zdaj ukrepati naprej, Recimo, da za?ne goreti, kaj bos najprej naredil, Vzemimo, da bodo prisli vsi; b) 'Uvaja konkretne prikaze za sirsi, splosnejsi pojem': Ponekod, denimo na de- zeli, Dobro bi bilo gojiti sport, recimo kolesarjenje, kosarko, Zakaj se ne ukvarja s sportom, vzemimo na primer s kolesarjenjem. Leksikalizirane sedanjiske oblike imajo tudi glagoli gledati (Samo gledam '?udim se', kaj se dogaja), drzati (Drzi se! = pozdrav), paziti (Pazi! = opozorilo), re?i (Temu se re?e ... 'se poimenuje'), zdeti (Zdi se, da ... 'kaze se'). na nastete in druge oblike bi moral slovar glede na poseben (na- klonski) pomen in na oblikoslovno-skladenjsko rabo opozoriti. Vedno pogostejsa je pogovorna naklonska raba glagola rabiti, ko ta izgublja polni pomen in se zaradi oslabljenega pomena lahko tudi naklonsko uporablja, npr. Ne kmet ne mestjanar se ne rabi spravljat na ubogo zival (Gigafida 2011, knjiz.: Ne kme- tu ne mes?anu se ni treba znasati nad ubogo zivaljo), Mene do sedaj se niso rabili sle- pat po snegu (Gigafida 2011, knjiz.: Mene do sedaj se ni bilo potreba/potrebno vle?i po snegu.). ?e odmislimo mozne vplive drugih jezikov, je verjetno vedno pogostejsa naklonska raba glagola rabiti ob nedolo?niku, npr. Rabim to delati / Ne rabim tega delati (pog.) namesto Moram to delati / Ni mi treba tega delati tudi druzbeno pogo- jena oz. lahko sklepamo, da odraza neko stanje v druzbi, ko je v ospredju potreba s 'potrebovati oz. rabiti' pred kakrsno koli obvezo z 'morati'. v jeziku pa se to odraza tako, da sicer pomensko samostojni glagol rabiti, ki izraza predvsem potrebo, posto- poma prevzema tudi vlogo naklonskega oz. odnosnega glagola tipa morati ob kate- rem koli drugem vsebinskem glagolu, npr. Za solo mora imeti novo obleko ? Za solo potrebuje novo obleko ? Za solo rabi novo obleko ? Za solo rabi imeti novo obleko (pog.); prav zveza Rabim imeti jasno pokaze, kako glagol rabiti ob drugem glagolu izgublja svoj samostojni pomen, tako se nadaljujemo Za solo si rabi kupiti novo oble- ko namesto Za solo si mora kupiti novo obleko. Da raba zaenkrat ostaja predvsem v mejah pogovarjalnosti, nam razkrivajo primeri s pogovarjalnim nedolo?nikom (brez kon?nega -i) v t. i. spletni slovens?ini, ki prosto komentira vsakdanje razmere, npr. To rabim imet' za to delo (pog. namesto: To moram imeti za to delo), Za ta poklic ne rabis znat' vozit' avta (pog. namesto: Za ta poklic ni treba voziti avta). s tovrstno na- klonsko rabo glagola rabiti se navsezadnje izgublja tudi moznost izrazanja razli?ne stopnje osebnosti oz. neosebnosti v smislu, da se sporo?ili Za to delo moras (znati) govoriti slovensko ali Za to delo je treba (znati) govoriti slovensko izrazijsko poeno - stavi v osebno ali manj osebno Za to rabis (znati) govoriti slovensko (pog.). 3.2.2 Glagol klicati v pomenih 'imenovati (se), uporabljati ime' in 'imeti ime' ima stilno zaznamovano pogovorno rabo zlasti v nagovorni dialoski rabi - zaznamovana raba za pomen 'imenovati, uporabljati ime' je Kako se kli?es?, isto bi lahko neza- znamovano izrazili kot Kako se /sam sebe/ imenujes / Katero ime uporabljas zase? za pomen 'imeti ime' je nezaznamovana raba Kako ti je ime?, za pomen 'imenovati, uporabljati ime' so tudi nezaznamovane moznosti Kako te kli?ejo?, Kako te imenu- jejo / Katero ime uporabljajo zate? in za pomen 'imeti ime' je nezaznamovana raba Kako ti je ime. Skoda, da samo zgled pod ?etrtim pomenom glagola klicati v sskj ponuja razlikovanje med pomenoma 'poimenovati, uporabljati ime' in 'imeti ime': Vsi jo kli?ejo Mojca, ?eprav ji je ime Marija v pomenih 'kako jo kli?ejo/poimenujejo, Katero ime uporabljajo' in 'Kako ji je ime'; je pa to pomensko razlikovanje bistveno za utemeljitev rabe Kako te kli?ejo? in Kako ti je ime?
Prispevek obravnava slovensko pleonastično zanikanje in se osredinja na opis skladenjskih okolij, v katerih se pleonastično zanikanje lahko pojavlja. Prispevek zagovarja tezo, da je pleonastično ...zanikanje posebna vrsta skladenjskega zanikanja, katerega nikalni doseg ne določa nikalne pomenske podstave stavka, kot velja pri stavčnem zanikanju, temveč bodisi zanika pozitivno hotenjsko določitev propozicije bodosi vzpostavlja pomenska medstavčna razmerja.
This monography entitled The Multistage Word Formation (Case Study of the Verbs of Sense Perception) presents the word-formation and content-formation capabilities of verbs that denote perception of ...the five senses: sight, hearing, smell, touch and taste. The standpoint is based on a multistage method that extends research of the binary relation between the motivating and the motivated word into research of the relation between a non-derivative word and all of its direct and indirect derivatives.
The work presents the set of the 300 most well-known and most frequent proverbs, sayings and similar paremiological units in modern Slovene, its theoretical and methodological basis and also how it ...can be used in different phraseological and phraseographical tasks. The concept of the paremiological optimum was developed by Ďurčo and it combines the concept of the Permjakov’s paremiological minimum of the most well-known units with corpus-based and frequency-oriented analyses. 316 Slovene speakers were included in the sociolinguistic test and the top list of the 300 most well-known out of 918 units presented to them was additionally arranged according to their frequency in the FidaPLUS language corpus. Author presents different search procedures which he used in the language corpora. The paremiological optimum is modernized according to the most frequent form of each unit in the Gigafida language corpus. The comparative research of the Slovak and Slovene paremiology based on the paremiological optimum is presented in details. Author also describes how the data he gained can be used in the lexicography.
The monograph ('On Terminology in the European Union') focuses on the creation of the Slovene version of the terminology of the EU. The primary task of the terminology is to ensure effective ...communication. Therefore, it should be unambiguous and consistent. Multilingualism is a fundamental principle of the language regime of the EU and it is achieved through translation. Translation is also one of the most common naming procedures when creating EU terminology. Before creation of the new term it is very important to identify the content of the concept for which lawyers are certainly most qualified. The judgments of the Court of Justice of the EU are translated by lawyer-linguists, who are legal professionals with law degree in their main language. They are employed in all EU institutions, but only lawyer-linguists in the Court of Justice of the EU are responsible for translation (in their main language). The terminological analysis of the judgments in the field of EU Trade Mark translated into Slovene, shows how the terminology in those judgments has been developed and highlights the problems encountered by lawyer-linguists in translating them.
The paper discusses the Slovenian language as the language of instruction inhigher education context. First, the status of Slovenian throughout history isbriefly described. Second, the author points ...out the role of the Slovenian standardlanguage in the educational system from kindergarten to the university, and the fullfunctional role of the Slovenian language within higher education, i.e. Slovenianas the academic language in different disciplines. Further, the paper provides anoutline of language guidelines as included in various documents, such as TheCountry Profile of Slovenia (2003), The National Programme for Language Policy(2007-2011), The White Paper (2011), The Common European Framework forLanguages (2001), and the draft of the National Programme for Language Policy2012-2016. The empirical part focuses on a survey, which investigated into theattitudes of students at the Faculty of Education towards Slovenian as the languageof instruction. The conclusions drawn from the survey suggest some strategies forimproving the current language practice in the higher education context.
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