During the dialectological research carried out in recent years in some Istrian-Venetian localities (towns), we have learned from conversations with dialect speakers that the Istrian-Venetian dialect ...is most probably the language of communication of most members of the Italian national community in the coastal part of Slovene Istria. In order to get a more accurate and detailed insight into the use of the Istrian-Venetian dialect spoken by Italians in formal and informal speech situations, we conducted a quantitative survey with 232 randomly selected respondents and a qualitative survey with 50 interviews. The respondents answered various multiple-choice questions about the languages they use in their daily lives. Research has shown that the Istrian-Venetian dialect is the predominant idiom among members of the Italian national community in Slovene Istria, except when communicating with non-Italian interlocutors and in official institutions where, despite the right to use their language, i.e., Italian, the predominant language is Slovene.
V razpravi obravnavava učno gradivo pri predmetu slovenščina v osnovni šoli z vidika kritične analize diskurza in vizualne slovnice (Kress in van Leeuwen 2020), pri tem pa se osredotočava predvsem na ...rabo spolsko občutljivega jezika. Kljub temu da je pri slovenščini poudarek na besednem, je učno gradivo sestavljeno kot interakcija besednega in slikovnega koda. Znaki obeh semiotskih kodov se med seboj povezujejo in bralec ali bralka učnega gradiva zlahka razbere smisel in sporočilo. V ospredju analize je pojmovanje spolov in razmerje med njima.
The paper presents the results of the Janes project, which aimed to develop language resources and tools for Slovene user generated content. The paper first describes the 200 million word Janes ...corpus, containing tweets, forum posts, news comments, user and talk pages from Wikipedia, and blogs and blog comments, where each text is accompanied by rich metadata. The developed processing tools for Slovene user generated content are presented next, which include a tokeniser, word-normaliser, part-of-speech tagger and lemmatiser, and a named entity recogniser. A set of manually annotated datasets was also produced, both for tool training as well as for linguistic research. The developed resources and tools are made publicly available under Creative Commons licences in the repository of the CLARIN.SI research infrastructure and on GitHub, while the corpora are also available through the CLARIN.SI concordancers.
The article explores Slovene language learning among the members of the Slovene community in Croatia over the past thirty years and their efforts to preserve and revitalise the Slovene language in ...Croatia. Slovenes have held the status of a national minority in Croatia since 1990. Before that, they had been one of the constituent nations of the common state, i.e., the former Yugoslavia. At that time, there had been a decrease in the use of Slovene among the members of the Slovene community in Croatia who, apart from their relatives, could speak Slovene only in the two Slovene societies then operating in Croatia. Therefore, there had been no intergenerational transmission of Slovene. After 1991, the interest in learning the Slovene language grew. Various forms of learning Slovene are available and the number of learners is increasing. Slovene is no longer only the mother tongue of members of the Slovene community in Croatia, but is also gaining economic importance.
In the settlement area of the Slovene national and linguistic minority in Italy the situations in which Slovene language varieties are used are scarce. The main share of the responsibility for ...developing effective communication skills in Slovene is therefore transferred to the didactically structured environment. This paper examines the obstacles faced by educational institutions in developing communicative competence in Slovene, the extent to which these obstacles are tackled in the didactic-methodical structure of Slovene lessons conducted at Slovene-language schools in Italy, and the manner in which this is reflected in national examinations, the matura examination, i.e., a school-leaving examination at the end of the upper-secondary school, and the INVALSI examinations for different levels of schooling. The paper outlines the guidelines for conducting communication-based lessons and offers an example of good practice, namely a lesson plan developed within the project EDUKA 2 – Cross-Border Governance of Education.
The aim of this study is to show the ways in which some stylistic marked components were translated in the 1970 Slovenian translation of Henryk Sienkiewicz’s novel “Potop” (“The Deluge”) by Rudolf ...Molè. The data comprise Latin words, expressive and analytical forms, and names of realia. Choosing the equivalent may result in the loss of stylistic markedness: fatigatus wielce Vol. 1, p. 166. — zelo utrujen Vol. 1, p. 18; — Ni pary z gęby! Vol. 1, p. 40. — Niti besede več!... Vol. 1, p. 44; synalka Vol. 1, p. 365 — sina Vol. 1, p. 394; Daj no waćpan pyska! Vol. 1, p. 203 — Daj, da te objamem! Vol. 1, p. 220. However, many equivalents confirm such stylistic markedness: psubratom Vol. 2, p. 442 — pasjim bratom Vol. 2, p. 476; psiajuchy Vol. 2, p. 442 — pasje duše Vol. 2, p. 476. The translations of historical names demonstrate generalisation, e.g. rajtar vs jezdec, or approximation, e.g. rapier vs meč. The analysis confirms these differences and resemblances between the original and the translation. The general aim of this article is to indicate the stylistic and semantic differences in the translated text.
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