Duration: 18.07.2017 do 30.09.2021
Acronym of the project: Slovenščina na dlani
Financed by: MK
Project coordinator: Natalija Ulčnik
Project leaders at UM FERI: Darinka Verdonik, Milan Ojstršek
Other parnters: UM FERI, UM FF, UM PF
Project cost: 1.057.605,00 EUR
Project funding: 1.046.805,00 EUR
LINK: SLOVENŠČINA NA DLANI
Project summary
Project Slovenščina na dlani is headed to create an interactive learning e-environment for learning Slovenian. It was started in August 2017. It is co-financed by the Ministry of Culture of the Republic of Slovenia, and the European Union from the European Social Fund. It will last until the end of September 2021.
Purpose of the project
The purpose of the project is to create an innovative interactive learning e-environment aimed at enriching Slovenian language lessons. By using state-of-the-art language technologies, we try to overcome the limitations of the existing e-environments for Slovene, so that it is no longer just a matter of transferring the design of the workbook to an electronic format, but of an e-environment that:
The main target group is elementary school students from the sixth grade and high school students – that is, users who are capable of producing longer texts, but with deficits in linguistic expression and understanding, especially non-literal texts. It is precisely these deficits in linguistic expression and comprehension of texts that we focus on in the learning e-environment.
The e-environment will be divided into five sections. The name of each set is tied to a phrase or phrase that illustrates its content. The umbrella slogan I know Slovene as my own palm.
Spelling and grammar
Spelling and grammar exercises are based on the goal of enabling students to learn the skills that students find to be weak points in writing texts that make them misspellings. The next goal is that the tutorials are designed so that students can use the e-environment on their own without prejudice and guidance from the teacher. This enables them to use the e-environment as independently as possible, but also relieves the teacher. The e-environment will therefore be inclusive:
To do the exercises, we rely on a corpus of texts. Proofreaded texts of appropriate language quality will be collected from topics that are of interest to young people. Based on these texts, computer algorithms will be defined that will themselves select appropriate examples of corpus sentences and display them to perform the exercises. Grammar and spelling exercises will mostly be fully automated and tailored to the needs of each individual user. This is what the exercises allow us to do:
Exercises will be provided with explanations, e.g. why there should be a comma in certain places, why some word form is appropriate and others are not, etc. They will be sorted by difficulty. The student begins each topic with easier examples and problem identification, but can also enter explanations himself, comparing them with existing explanations in the learning e-environment and with explanations in other e-sources.
Phrases and Proverbs
Phrases and proverbs represent an important part of the language, which is often updated, refreshed and used for advertising and other purposes. Nevertheless, less attention is paid to them in the curricula and, consequently, in the education process, so we try to correct this deficit in the project. Our starting point is that using appropriate didactic approaches, phrases and proverbs represent a great challenge and motivation for learning/teaching. These are units that can significantly improve the language skills of spoken and written communication and motivate lifelong learning and research. In this context, we will prepare a comprehensive treatment of phrases and proverbs tailored to the target users. The first part of the section will relate to the compilation of a dictionary description of phrases and proverbs; Based on analyzes of knowledge, usage and frequency, 100 phrases and 100 proverbs will be selected for which, in accordance with the most up-to-date lexicographic principles, complete dictionary descriptions will be prepared. The second part of the set will be related to the preparation of various exercises and tasks, through which students will learn and consolidate phrases and proverbs, not only those that will be presented in more detail in the dictionary form, but also others, which will be collected in a separate list of phrases and proverbs.
Text
The average user of a language knows between 1600 and 2000 text types or variants of them. From this almost indescribable set of texts, we will extract those textual types that are likely to be learned (written, spoken) and interpreted (read, listened to) about content that will be of interest to the target user in the educational process and later in life. We design rehearsals and assignments for greetings, thank yous, apologies, requests, CVs, obituaries, advertising texts, small ads, horoscopes, reportage, roundtables, popular science articles, websites, online chats, social networks, e- and classic letters, reviews, menu, interview, weather forecast and more. In doing so, we will take into account different textual modes, participant relationships, text features, and more, which are relevant to the analysis of the text and its interpretation. Exercises and assignments will be based on current, authentic texts that will be collected in the project. By acquiring knowledge of linguistic use (ie, linguistic), developing a critical attitude to the interpreted content of the source text, the specific design and meaning characteristics of each text type, individual text, will enable the systematic and conscious development of communicative linguistic ability in the mother tongue.
Topics and explanations (knowledge base)
In addition to the exercises, all four previous sections will be accompanied by numerous explanations of the language phenomena, rules and rules. language content in general. We will combine these interpretations into a special database, and in the last set of the learning environment, users will be able to browse and search through these content independently of the exercises associated with them.
Game elements, graphics, animations
In the second part of the project we will try to support the e-environment with various game elements, graphics and animations in order to maximize the motivation to use. Thus, for example, exercises performed in the form of games, successful implementation of the exercises will be rewarded with signposting, we will add pleasing graphic elements such as photos, smileys, etc. Particularly in this part, we will try to involve your students and create an environment with them, because they know best what would motivate and please them.
Project group