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Objava članka s frazeološko tematiko v Jeziku in slovstvu 1973/1974 je precej nenaden vstop Jožeta Toporišiča v frazeologijo, tudi zato, ker se zdi njegovo besedilo na prvi pogled neke vrste povzetek knjige Šanskega o ruski frazeologiji iz leta 1963. V prispevku ugotavljamo, da je ta nenadnost samo navidezna, saj se je Toporišič s frazeološkim gradivom srečeval na dva načina: kot lektor slovenščine kot tujega jezika (1954-1965) in pri pripravi doktorske disertacije o prozi F. S. Finžgarja. Natančno branje članka razkrije, da Toporišič v marsičem ni sledil Šanskemu. The publication of an article with a phraseological theme in Jezik in slovstvo 1973/1974 was quite an unexpected excursion by Jože Toporišič into phraseology, partly because, at first sight, the text seems like a summary of Shansky's book on Russian phraseology from 1963. In this contribution, it is shown that this unexpectedness is only apparent, since Toporišič had already encountered phraseological material in two ways: as a teacher of Slovene as a foreign language (1954-1965) and in preparing his doctoral thesis on the prose of F. S. Finžgar. Close reading of his article shows that in many regards Toporišič did not follow Shansky.

Slovenian phraseology is relatively well researched from the lexicological perspective, but has been studied much less in terms of syntax. The topic of the present contribution is syntactic transformations ranging from transformations of the accusative into the genitive in negative sentences and the introduction of relative constructions to instances of passivisation and nominalisation. The topic is not new to Slovenian linguistics, having been first treated from the point of view of a native speaker/linguist in Kržišnik 1994. This was followed by a consensual survey of native speakers in which the transformations and their realisations were verified in the Fida corpus by Kržišnik (2005); subsequently, their usage was verified in the FidaPLUS corpus by Gantar (2007). For the purposes of the present contribution, a comparison was made with the usage in the Gigafida corpus. The latter mainly comprises journalistic texts, but 16% of its content is online texts. Thus, in addition to the overlap between native-speaker intuition and the use of idioms related to corpus type (size, temporal dimension, etc.), it is possible to observe the relationship between the use of idioms as determined by functional variation and their syntactic transformations. Slovenska frazeologija je razmeroma dobro raziskana z leksikološkega vidika, manj s skladenjskega. Predmet tega prispevka so skladenjske pretvorbe, od členskih pretvorba tožilniškega predmeta za stavčnim zanikanjem v rodilnik, od celovitih potrpnjenje, pooziraljenje in posamostaljenje. Tema v slovenski lingvistiki ni nova, prvič se je obravnavala z vidika rojenega govorca lingvista v Kržišnik 1994, sledilo je preverjanje pretvorb s konsenzualnim anketiranjem rojenih govorcev in njihovih realizacij v korpusu Fida v Kržišnik 2005; nekaj kasneje še v Gantar 2007 preverjanje rabe v FidiPLUS. Za ta prispevek je bila primerjana raba v Gigafidi, ki poleg prevladujoče količine publicističnih besedil vključuje tudi 16 % spletnih. Tako je mogoče poleg prekrivnosti med intuicijo rojenih govorcev in rabo, povezano z vrsto (velikostjo, časovnim razponom itd.) korpusa, opazovati še zvezo med skladenjskimi pretvorbami frazemov in funkcijskozvrstno določenostjo frazemov.

The article presents and interprets the results of a survey carried out for a second time in 2014, some 27 years after its initial execution. The sample included 234 first-year secondary school students (four classes) and fourth-year secondary school students (five classes). Three of the secondary schools were grammar schools (two in Ljubljana and one in Celje) and one was a technical school in Ljubljana. Originating in the 1980s, the survey contains Slovenian phrasemes that secondary school students now consider slightly more traditional; we therefore added some phrasemes frequently used and current today. We monitored the knowledge of phrasemes in terms of form, meaning and use. The results V prispevku predstavljamo in interpretiramo rezultate ankete, ki smo jo po 27 letih konec leta 2014 ponovno izvedli med 234 dijaki prvih (štirje razredi) in četrtih (pet razredov) letnikov srednjih šol, treh gimnazij - od tega dve ljubljanski in ena celjska - in ene ljubljanske srednje tehnične šole. Anketa, nastala sredi 80. let 20. stoletja, vsebuje slovenske frazeme, ki so za dijake zdaj še nekoliko bolj tradicionalni, zato smo dodali nekaj danes pogostih in aktualnih frazemov. Opazovali smo poznavanje frazemov po obliki, pomenu in rabi. Rezultati kažejo razmerja med šolami in razredi, posebej med prvimi in četrtimi letniki. Interpretacija rezultatov deloma zadeva tudi anketo samo in izbrane frazeme.

Phraseological word combinations that name space and express spatial relationships are the result of semantic shifts and also their origin, hence their research is necessarily set both ways. The first part of the article analyzes phrasemes representing the core of phraseologically expressed space, i.e., mainly phrasemes with a somatic component. The second part outlines the results of secondary semantic shifts to which these phrasemes most often succumb. Frazeološke besedne zveze, ki poimenujejo prostor in izražajo prostorske razsežnosti, so rezultat pomenskih premikov in obenem tudi njihov vir, zato je raziskovanje nujno obrnjeno v obe smeri. V prvem delu so analizirani frazemi, ki predstavljajo jedro frazeološko izraženega prostora kot prostora - prostorski pomen kot rezultat frazeologizacije. V drugem je prikazan del frazeologije, pri kateri so prostor in prostorske dimenzije vir, torej neprostorski prostor kot rezultat sekundarne metaforizacije ali (primarne) frazeologizacije.

The paper is a continuation of the consideration of the cultural aspect in discussions on phraseology in Kržišnik 2005. It follows from the presupposition that, due to their characteristics, phraseological units are particularly suitable for the transformation of cultural signs into language form, and are therefore often bearers of cultural connotation. Possible sources for the culture-specific interpretation of phraseology are verified one xamples of Slovene phraseology. These sources are based on all three fundamental culture-specific approaches: ethnolinguistic, linguocultural and constrastive. Prispevek je nadaljevanje razmišljanja o kulturološkem vidiku v frazeoloških obravnavah v Kržišnik 2005. Izhaja iz predpostavke, da so frazeološke enote zaradi svojih lastnosti posebej primerne za pretvorbo znakov kulture v jezikovno obliko in so zato pogosto nosilci kulturne konotacije. Na gradivu slovenske frazeologije so preverjeni možni viri za kulturološko interpretacijo frazemov - ti viri se nanašajo na vse tri temeljne kulturološke pristope, etnoligvističnega, lingvokulturološkega in kontrastivnega.

The article presents basic terms which enable the explanation of textually conditiones creative interventions in the established structure and/or meaning of phraseological units. By comparing the state of research with foreign, primarly German and Russian, phraseological literature, we are trying to find the properties which would allow us to distinguish between phraseological modifications and the incorrect use of phraseological units on the one hand, and phraseological renewals on the other. The beginnings of this stylistic procedure in Slovenian texts are also briefly mentioned. V prispevku so predstavljeni temeljni pojmi, s katerimi je mogoče pojasniti besedilno pogojene kreativne posege v ustaljeno strukturo in/ali pomen frazeoloških enot. Ob primerjavi s stanjem raziskav v tuji, predvsem germanistični in rusistični frazeološki literaturi se poskuša najti lastnosti, na podlagi katerih bi frazeološke modifikacije ločili na eni strani od napačne rabe frazemov in na drugi od frazeoloških ponovitev. Na kratko se omenja tudi začetke tega stilističnega postopka v slovenskih besedilih.

The Slovenski pravopis is surveyed from the point of view od the inclusion of phraseological material, particularly in the dictionary part. The point of departure for this survey is a comparison with the state of affairs in the Slovar slovenskega knjižnega jezika. The analysis shows the inclusion and treatment of the material in SP '01 from a boarder, lexicographic, and a more specialized, orthographic, point of view. Slovenski pravopis je predstavljen z vidika vključevanja frazeološkega gradiva predvsem v slovarskem delu. Izhodišče za prikaz je primerjava s stanjem v Slovarju slovenskega knjižnega jezika. Analiza prikazuje vključenost in obdelanost gradiva v Slovenskem pravopisu s širšega, slovaropisnega in ožjega, pravopisnega dela.

Protestantism's key role in the development of Standard Slovenian is unquestionable and confirmed by many linguistic anayses. The paper discusses the field of language communication which the aforementioned movement brought to Slovenian lands in the 16th century and how that is reflected in the texts of the period. The target domain in a conduit metaphor, the main metaphor of the field, is named as the WORD comprising of the polysemy of the lexeme "word" as defined by the Dictionary of Standard Slovenian as also expressed in 16th-century texts. Material for analysis rrepresents the collocation patterns of this lexeme in selected Slovenian Protestant texts, on which basis a conceptual-metaphorical analysis as understood by cognitive semantics was conducted. Protestantizem ima pri oblikovanju slovenskega knjižnega jezika tako rekoč brezprizivno ključno vlogo. To je bilo potrjeno že z mnogimi jezikoslovnimi analizami. V prispevku se raziskuje, kako je v besedilih, ki jih je slovenski prostor v 16. stoletju prineslo to duhovno-zgodovinsko gibanje, jezikovno izraženo področje jezikovnega sporazumevanja. Ciljna domena v prenosniški metafori (conduit metaphor), krovni metafori za to področje, je poimenovana kot BESEDA. Pri tem imamo v mislih večpomenskost leksema beseda, kakor jo izkazuje Slovar slovenskega knjižnega jezika in je izkazana že v besedilih 16. stoletja. Gradivo za analizo predstavlja kolokabilnost tega leksema v izbranih slovenskih protestantskih besedilih. na tej podlagi je bila opravljena konceptualnometaforična analiza, kakor jo razume kognitivna semantika.

U postojećim je osnovnoškolskim i srednjoškolskim leksikografskim priručnicima frazeološka komponenta dosad obrađivana unutar jednojezičnih rječnika pa je Hrvatski školski frazeološki rječnik 2 zamišljen kao kompendij frazema s kojima se učenici susreću u nastavnim procesima. Rječnik obuhvaća frazeme ekscerptirane iz lektirnih naslova te školskih priručnika i udžbenika. U izlaganju će se predstaviti ovjerene frazeološke jedinice i načini njihove frazeografske obrade.

V teoretičnem delu naloge predstavljamo frazeologijo, kako je vpeta v pouk slovenščine, pa tudi drugih predmetov, sprašujemo se o vzrokih učnih težav, kako jih prepoznavamo, in kakšne so značilnosti učencev z učnimi težavami. Odgovore na zastavljena vprašanja iščemo v okviru učne diferenciacije in individualizacije ter učne pomoči. Pri učni diferenciaciji in individualizaciji se osredotočamo predvsem na oblike dela v homogenih in heterogenih skupinah, pri učni pomoči pa predstavljamo petstopenjski model nudenja pomoči, ki poskuša reševati učne težave sistemsko in vse oblike pomoči združi v celoto. V empiričnem delu naloge raziskujemo frazeologijo v tradicionalni in sodobni pravljici, in sicer nas zanima, kako pogosti so frazemi v obravnavanih delih, katere besedne vrste frazemov prevladujejo, kakšne so modifikacije, variante in prenovitve frazemov, opazujemo pa tudi s frazemi izraženo vrednotenjsko konotacijo. Preverjamo razumevanje frazeologije, s katero se osnovnošolci srečujejo v mladinskih delih, med devetošolci, in sicer nas zanima, če se rezultati glede na vključenost v homogene in heterogene skupine razlikujejo. Ugotavljamo tudi, kako učenci ocenjujejo delo in različne oblike pomoči pri pouku slovenščine v homogenih in heterogenih skupinah. Rezultati kažejo na to, da bi morala šola bolj spodbujati sposobnost metaučenja, saj učenci ne znajo najbolje spremljati in kontrolirati svojega učenja in se ne zavedajo svojih močnih in šibkih področij, da bi lahko to tudi kompenzirali. Učenci ob soočenju z učnimi težavami učno pomoč iščejo sami le občasno, največkrat pa jim pri težavah pomagajo starši. Eno od možnih ovir pri reševanju učnih težav vidimo prav v prepočasnem iskanju pomoči pri strokovnjakih, ki jo učencem z učnimi težavami lahko nudijo. Za to pa bo verjetno potrebno spremeniti stališče, da so učne težave problem in razumeti, da je iskanje pomoči samo korak več na poti k uspehu.eng In the theoretical part of the thesis we present phraseology, how it is integrated into the teaching of the Slovene language as well as other subjects, we discuss the causes of learning difficulties, how to recognize them, and what the characteristics of students with learning difficulties are. We look for the answers to these questions in the context of differentiated and individualized learning and learning assistance. When describing differentiated and individualized learning, we focus primarily on the types of work in homogeneous and heterogeneous groups. When it comes to learning assistance, we present a five-step model of providing assistance, which tries to address learning problems systemically and combines all forms of assistance into a whole. In the empirical part of the thesis we explore phraseology in traditional and contemporary fairy tales. Namely, we are interested in how common the idioms in the discussed works are, which parts of speech prevail, what the modifications, variants and changes of idioms are. We also observe the evaluative connotation, expressed with idioms. We control the understanding of phraseology with which the schoolchildren (nine graders) are faced in youth literature. Namely, we wonder if the results differ in relation to the inclusion in homogeneous and heterogeneous groups. We also observe how students evaluate the work and various forms of assistance in teaching Slovene in homogeneous and heterogeneous groups. The results show that the school should do more to promote the ability of meta learning, because students do not know exactly how to monitor and control their own learning and are not aware of their strong and weak points, so that they could compensate. When faced with learning difficulties, the students rarely search for learning assistance themselves. Mostly, their parents help them when in difficulty. One of the potential obstacles to solving learning problems is that the students seek assistance from experts when it is too late. For this we will probably need to change the point of view that learning difficulties present a problem and understand that seeking help is only a step forward on the path to success.

Dobro razvita poimenovalna zmožnost z bogatim besediščem ni pomembna le za uspešno sporazumevanje, ampak vpliva tudi na splošno znanje, uspešnost učencev v šoli in njihovo motiviranost pri učenju. Ker nimajo vsi učenci doma enakih spodbud, je vloga šole pri širjenju besedišča zelo pomembna. Eden izmed načinov razvijanja poimenovalne zmožnosti je raba slovarja, namenjenega učencem in prilagojenega njihovim spoznavno-jezikovnim zmožnostim. V doktorski disertaciji obravnavamo slovar, namenjen učencem na razredni stopnji osnovne šole, in ga imenujemo otroški šolski slovar (v nadaljevanju OŠS). Poskušamo ga definirati, opredeliti njegove značilnosti in vloge. Na podlagi pregleda tuje in domače literature, analize nekaterih tujih in domačih slovarjev, namenjenih učencem, anket učiteljev, tretje- in šestošolcev, analize spisov učencev ter pregleda učnega načrta za slovenščino in učnega gradiva za jezikovni del pouka slovenščine od 1. do 6. razreda ugotavljamo, da obstaja potreba po OŠS, in želimo čim natančneje opredeliti čim več stvari, povezanih s sestavo takega priročnika. Doktorska disertacija je prispevek k metaleksikografski in jezikovnodidaktični znanosti. Tema je OŠS, ki ga v slovenski znanstveni literaturi še ni izčrpno obravnavalo veliko avtorjev. Vidimo ga kot jezikovnodidaktični pripomoček, ki pomaga učencem pri razvijanju njihove jezikovne, predvsem poimenovalne zmožnosti. Pomen disertacije je tudi njena uporabna vloga. Predlagana zasnova slovarja je namreč lahko izhodišče za dejanski nastanek OŠS, katerega rabo bi morali spodbujati učitelji razrednega pouka pri vseh predmetih. Nenazadnje je disertacija tudi spodbuda za nastanek šolskega slovarja, namenjenega osnovnošolcem na predmetni stopnji in dijakom. To have well developed lexical competence with a wide vocabulary is essential, not only for successful communication but also due to its impact on general knowledge, pupils' school success and their motivation to learn. Since not all pupils receive the same level of encouragement at home, the role of the school in building their vocabulary is crucial. One of the ways to build on lexical competence in class is to use a dictionary intended for pupils and adapted to their cognitive and linguistic abilities. This doctoral thesis focuses on the dictionary intended for primary school pupils aged 6-10, the so-called primary school dictionary. I will seek to define it and specify its characteristics and roles. Having reviewed foreign and Slovene reference works, analysed some foreign and Slovene school dictionaries, carried out a survey among teachers and pupils aged 8 and 11, examined pupils' essays and reviewed the Slovene syllabus and school materials for Slovene for pupils aged 6-12, I have established the existence of a need for a primary school dictionary. I, therefore, wish to define in as much detail as possible several issues related to the composition of such a reference book. This thesis will be a contribution to meta-lexicography and language didactics. Its topic, primary school dictionary, has not been explored in detail by many authors in Slovene scientific writings. I see it as a language didactics tool that aids pupils in developing their linguistic, and particularly lexical, competence. The thesis is also important for its applicative role: the proposed dictionary concept can serve as the basis for an actual primary school dictionary, the use of which should be encouraged by teachers of pupils aged 6-10 regardless of the subject being taught. And not least, this doctoral thesis should serve to facilitate the emergence of secondary school and upper secondary school dictionaries.

France Prešeren velja za največjega slovenskega pesnika, njegova poezija pa je predmet mnogih literarnih in jezikoslovnih obravnav. Magistrsko delo Prešernove Poezije obravnava z vidika pojavnosti frazeoloških enot v celotni pesniški zbirki. V prvem delu so predstavljene lastnosti frazema kot jezikovne enote. Sledi popis frazemov iz Poezij, ki so razdeljeni na besednozvezne in stavčne frazeme. Besednozvezni frazemi so časovno razdeljeni na štiri obdobja Prešernovega pesniškega ustvarjanja. V osrednjem delu magistrskega dela so analizirane frazeološke prenovitve. Frazeološke prenovitve so namerne, enkratne in sobesedilno pogojene spremembe prvotnega frazema na ravni njegove oblike ali pomena. V zadnjem delu je predstavljena Prešernova konceptualna metafora LJUBEZEN JE OGENJ, popisane so pogoste neustaljene besedne zveze. Predstavljena je izcitatna frazeologija, analizirane so frazeološko še posebej zanimive pesmi. Na koncu sledi analiza pogostosti rabe frazeologije v posameznih pesmih glede na obdobje Prešernovega pesniškega ustvarjanja. France Prešeren is considered the greatest Slovene poet and his poetry is the topic of many literary and linguistic discussions. This thesis considers Prešeren’s Poezije from the perspective of the occurrence of phraseological units in the entire collection of poems. In the first part the characteristics of a phrasemes as a linguistic unit are presented. Next is the list of phrasemes in Poezije, which are divided into multi-word and sentential phrasemes. Multi-word phrasemes are divided into four time periods of Prešeren’s poetic work. The middle part of the thesis is the analysis of the phraseological renewals. The phraseological renewals are intentional, unique and context-affected changes of the original phraseme on the level of its form or meaning. In the last part Prešeren’s conceptual metaphor LOVE IS FIRE is presented, common unfixed phrases are listed. Phraseology that developed on the basis of the usage in Prešeren's poems is presented. Poems that are especially interesting from a phraseological perspective are also analyzed. At the end there is an analysis of the usage of phraseology in individual poems according to the period of Prešeren’s poetry creation.

V diplomski nalogi je predstavljena raba izbibličnih zoonimnih frazemov s treh vidikov: kako so se deli besedil v Bibliji, iz katerih so pozneje nastali pravi frazemi, prevajali v različnih prevodih Biblije in kateri so bili po strukturi najbližje današnjim frazemom v kakšni obliki in pomenu so se nato te stalne zveze ustalile, normirale v slovarjih (v Pleteršnikovem Slovensko-nemškem slovarju, Slovarju slovenskega knjižnega jezika in Slovarju slovenskih frazemov) ter kakšna je njihova novejša raba v publicističnih besedilih iz časopisnih publikacij, revij in internetnih virov, zbranih v korpusu Gigafida. In this diploma paper I have presented the use of biblical animal idioms from three points of view: how parts of texts in the Bible, which were the basis for the actual idioms, were translated in different translations of the Bible and which were closest to today's idioms according to the structure in what form and meaning were these phrases established and standardized in dictionaries (Slovene-German dictionary by Pleteršnik, Dictionary of Slovene Literary Language and Dictionary of Slovene Idioms) and what their latest use is in journalistic texts from newspaper publications, magazines and internet resources collected in corpus Gigafida.

Doktorska disertacija z naslovom Frazeološka kompetenca mladostnika odgovarja na tri osrednja raziskovalna vprašanja: kakšna je frazeološka kompetenca slovenskega mladostnika, kako se skozi rabo frazemov razkriva čustveni "svet" mladostnikov, v katerem živijo, ter kakšna je razlika oziroma podobnost med frazemi, ki jih mladostniki sprejemajo in uporabljajo v najstniških revijah in na spletnem omrežju Facebook, v primerjavi s frazemi v učbeniškem gradivu, na oblikovni, pomenski in pragmatični ravni. Razdeljena je na dve dela: na teoretični in empirični. Teoretični del je sestavljen iz štirih poglavij. V prvem poglavju je predstavljena frazeologija kot jezikoslovna veda in osnovna enota frazeologije % frazem. Podrobneje so predstavljene lastnosti frazema, in sicer večbesednost, stalnost in idiomatičnost. Poglavje se sklene s pregledom stanja frazeologije v slovenistiki. V drugem poglavju je predstavljeno obdobje mladostništva z njegovimi značilnostmi. Recepcijo in produkcijo frazemov smo raziskovali pri mladostnikih, starih od 11 do 15 let, ki sodijo v obdobje zgodnjega mladostništva. V tej starosti imajo mladostniki uzaveščeno zvrstnost o jezikovni rabi. Pri pogovoru z vrstniki uporabljajo mladostniški sleng. Raziskava petdesetih strani besedil, ki so jih mladostniki ustvarili pri komunikaciji na Facebooku, je pokazala, da sodoben način komunikacije prek e-medijev prinaša tudi spremembe v jeziku. Mladostniki pri tvorjenju sporočil zaradi čim bolj doslednega približevanja govorjenemu jeziku, nepoznavanja pravil in hitrosti namerno in nenamerno kršijo norme zapisanega knjižnega jezika. Kažejo se številni odstopi, npr. neuporaba ločil, prekomerno kopičenje ločil in črk, zapisi z malimi tiskanimi črkami (ne glede na lastna imena ali začetek povedi). Zapisi nekaterih slovenskih besed vsebujejo tudi črke, ki jih ni v slovenski abecedi. Mladostniki uporabljajo krajšave, emotikone in besede iz tujih jezikov. Tretje poglavje obravnava razumevanje frazemov. Ti so v spominu zastopani kot celota, pri razumevanju naj ne bi bili najprej prepoznani v dobesednem pomenu, ampak bi morali govorci direktno zaznati frazeološki pomen. Četrto poglavje se osredotoča na frazeološko kompetenco mladostnika. Z izrazom frazeološka kompetenca označujemo prepoznavanje, razumevanje in rabo frazemov. Rezultati raziskave avtentičnih in nelektoriranih besedil, ki so jih mladostniki ustvarili na Facebooku, so pokazali, da mladostniki v e-komunikaciji uporabljajo frazeološke enote. Med stotimi pregledanimi frazemi jih je kar 52 pragmatičnih. To potrjuje, da se pisna oblika ohranja v pragmatični frazeologiji. Posebnosti na področju slengovske frazeologije razvrščamo v pet kategorij: 1 Mladostniki uporabljajo frazeme, ki vsebujejo sestavine iz tujih jezikov ali pa celotne frazeme v tujih jezikih, npr. from the bottom of my heart, boli mene čošak. 2 Uporabljajo frazeme, katerih 8 sestavina je vulgarizem, npr. pička/pizda materna. 3 Pogosto uporabljajo frazeme, katerih sestavina je glagol biti, npr. biti skupaj biti za. 4 Uporabljajo novo nastale frazeme, npr. biti v koga, dati komu konec. 5 V pregledanem gradivu izstopa krajšanje značilnih (stalnih) besednih zvez, npr. LP - lep pozdrav OMG - oh my god. Če te krajšave razvežemo, dobimo pragmatični frazem. Za tovrstne enote uvajamo novo poimenovanje, in sicer kratkopisni pragmatični frazemi. S tem izrazom pojmujemo le tiste krajšave, ki jih prejemniki v govorjenem kodu razvežejo v pragmatični frazem. S tem odpiramo novo področje v frazeologiji. Empirični del temelji na raziskovanju in primerjanju treh oziroma štirih zbirk oziroma korpusov frazemov (386 frazeoloških enot), s katerimi se srečujejo slovenski mladostniki. Prvi korpus je sestavljen iz frazemov, ki se pojavljajo v revijah za mladostnike. Razdeljeni so na dva dela: na frazeme, ki jih avtorji (odrasle osebe) revij za mladostnike uporabljajo v svojih prispevkih - torej jih mladostniki sprejemajo, in na frazeme, ki jih mladostniki uporabljajo v prispevkih v mladostniških revijah. Tretji korpus je sestavljen iz frazemov, ki jih mladostniki uporabljajo na Facebooku. Četrti korpus je sestavljen iz frazemov, ki se pojavljajo v učbenikih za obravnavo neumetnostnih besedil v tretjem triletju osnovne šole. Med frazeološkimi enotami iz učbeniškega gradiva ni navedene niti ene, ki bi jo mladostniki uporabili pri komunikaciji na Facebooku. Na mladostnikovo frazeološko kompetenco ne vpliva znanje, ki ga o frazeologiji učenci pridobijo v šoli z učnim načrtom. V SSKJ je navedenih in s pomenskimi opisi opremljenih 81 % frazemov, v SSF pa 49 % (v povprečje niso vključeni stavčni frazemi). Glede na majhen obseg vključenih frazeoloških enot v Slovar slovenskih frazemov se odpira vprašanje, zakaj se en avtor sam loti tako velikega projekta, ko pa je v slovenskem prostoru kar nekaj kakovostnih frazeologov. Frazeme iz korpusov smo analizirali na oblikovni, pomenski in pragmatični ravni. Med vsemi 386 frazemi jih je 15 % stavčnih, 85 % pa nestavčnih. Med nestavčnimi frazemi mladostniki sprejemajo in uporabljajo predvsem glagolske frazeme, sledijo prislovni, medmetni in samostalniški. Mladostniki sprejemajo tudi stavčne frazeme, vendar jih sami ne uporabljajo. Stavčni frazemi so le v korpusu, v katerem so frazemi iz učbeniškega gradiva, in v korpusu, v katerem so frazemi, ki jih pišejo odrasli. Mladostniki pri produkciji uporabljajo kratkopisne pragmatične frazeme. Pregled frazemov glede na podobne/sorodne sestavine, ki jih vsebujejo, je pokazal, da so med mladostniki najpogosteje zastopani frazemi, ki vsebujejo sestavino za poimenovanje delov telesa, t. i. somatizmi. Teh frazemov je skoraj ena tretjina. Mladostniki somatizme ne le sprejemajo, ampak jih tudi uporabljajo, pri tem pa so najpogostejša sestavina živci. 9 Za mladostniški jezik je značilno izražanje čustev, kar se odraža tudi skozi frazeme. S 37 % frazemov (od 49, s katerimi izražajo čustva) mladostniki izražajo pozitivna čustva, s 63 % pa negativna. Med negativnimi najpogosteje izražajo jezo. Povzamemo lahko, da je svet mladostnika prežet z negativnimi čustvi. Na tem mestu se poveže empirični del s teoretičnim. Mladostniki so v tem obdobju zaskrbljeni zaradi svojega zunanjega videza, težave imajo s pričakovanji staršev, šole in družbe. Svojo nemoč, jezo in občutek manjvrednosti izražajo tudi s frazemi. Doktorsko disertacijo sklenemo z zbirko "novih" slengovskih frazemov, ki bi lahko postala tudi del osnutka za slovar slengovskih frazemov. Ključne The present doctoral thesis entitled 'Phraseological Competence of Slovenian Teenagers' addresses three major research questions: what is the phraseological competence of Slovenian teenagers what can the use of phrasemes reveal about the emotional world of teenagers and what are the differences or similarities in form, meaning and pragmatic use between the phrasemes in the reception and production of teenagers in teen magazines and on the social network Facebook compared to idioms presented in textbooks. The thesis is divided in two parts: a theoretical and an empirical part. The theoretical part comprises of 4 chapters. The first chapter presents phraseology as a branch of linguistics and phrasemes or phraseological units as the basic units of analysis in phraseology. The main characteristics of phrasemes are discussed in greater detail, namely multi-word structure, stability and idiomatic meaning. The first chapter concludes with a review of literature on phraseology within Slovene studies. In the second chapter, attention is devoted to the teenage period in youngsters and the most pertinent characteristics of this period. The reception and production of phrasemes was studied in the early teens, i.e. primary school pupils aged 11 to 15. At this age, children already have conscious knowledge of different linguistic varieties and their use. When addressing their peers, they usually resort to teen slang. A study conducted on 50 pages of text created by teenagers when communicating via Facebook, revealed that this contemporary form of communication through e-channels is producing distinct changes in language. Due to the desire to consistently imitate spoken language, the unawareness of rules and the speed of communication, teenagers intentionally and unintentionally infringe upon the norms of codified written language. Numerous deviations can be observed, e.g. absence of punctuation, excess of punctuation and letters, using lower case only (regardless of proper names or beginning of a sentence). Words in Slovene may also include letters which do not exist in the Slovenian alphabet. The use of abbreviations, emoticons and words from other languages is also very frequent. The third chapter delves into the understanding of phrasemes. According to the literature, these are memorised as one unit and not understood first in the literal sense of the words, but instead their phraseological meaning is supposed to be detected by the speakers straightaway. The fourth chapter focuses on the phraseological competence of teenagers. The term phraseological competence comprises recognition, understanding and use of phrasemes. The results of the study of authentic and non-proofread texts created by teenagers on Facebook show that teenagers indeed use phrasemes in their e-communication. 52 out of 100 11 phrasemes analysed were pragmatic phrasemes which confirms that pragmatic phraseology prevails in the written form. The idiosyncrasies of slang phraseology are divided into five categories: 1 Teenagers use phrasemes which comprise of foreign language elements or entire phrasemes in foreign languages, e.g. from the bottom of my heart, boli mene čošak. 2 Teenagers use phrasemes in which one or more elements are vulgar expressions, e.g. pička/pizda materna. 3 Teenagers often use phrasemes comprising of the verb to be (Sl. biti), e.g. biti skupaj, biti za. 4 They use neologistic phrasemes, e.g. biti v koga, dati komu konec. 5 What particularly stands out in the analysed texts are abbreviations of typical (regular) word strings, e.g. LP - lep pozdrav OMG - oh my god. When these abbreviations are expanded it becomes clear that they represent pragmatic phrasemes. This is why a new term is introduced, namely abbreviated pragmatic phrasemes (in Slovenian kratkopisni pragmatični frazemi), which is only used for the abbreviations that expand into pragmatic phrasemes in spoken language. This might indicate a new area in phraseology research. The second part of the thesis is based on empirical research work during which three collections (corpora) of phrasemes comprising of 386 phraseological units were analysed and compared. The first corpus includes phrasemes found in teen magazines and was divided into two subcorpora: phrasemes used by authors (adults) in teen magazines - reception and phrasemes used by teenagers in their contributions to teen magazines - production. The second corpus comprises of phrasemes used by teenagers on Facebook, while the third corpus consists of phrasemes found in textbooks on non-literary texts in the final three years of primary school. Among textbook phraseological units, no phraseme was found corresponding to the actual use of teenagers in their communication on Facebook. It appears that the teenage phraseological competence is not influenced by the knowledge on phraseology acquired through school curriculum. In the reference dictionary for Slovene SSKJ, 81% of the phrasemes analysed are listed as such and suitably tagged, while only 49% are listed in the Dictionary of Slovenian Phrasemes (the average does not include phrasemes in the form of sentences). Considering the relatively low percentage of phrasemes included in the specialised dictionary, the question arises as to why would one author decide to take on such a big project alone when there are other high quality phraseology experts in Slovenia who could share the workload and thus make the dictionary more representative? The phraseological units found in the corpora were then analysed in terms of form, meaning and pragmatic level. 15% of a total of 386 phrasemes were in the form of sentences and the rest as word strings. Among the latter, teenagers appear to receive and use particularly the 12 verbal phrasemes, followed by phrasemes with adverbs, particles and nouns. Teenagers appear to understand sentence phrasemes, but they do not use them themselves. This type of phrasemes was only found in the textbook corpus and the corpus of texts written by adults. In their own written production, teenagers appear to favour abbreviated pragmatic phrasemes. The analysis of similarities/correlations between phrasemes revealed that teenagers most often use phrasemes in which one of the elements is a reference to human body, i.e. somatic idioms. One third of all analysed phrasemes fall under this category. Moreover, teenagers not only understand such idioms (reception), but also use them (production), and the most frequent element is nerves (Sl. živci). One of the typical characteristics of teen language is the language of emotions, which is reflected also in the use of phrasemes. 37% of all phrasemes analysed (out of 49 used to convey emotions) were used to convey positive emotions, while 63% were used to convey negative emotions, most frequently anger. This could support the idea that the world of teenagers is flushed with negative emotions. At this point, the empirical part meets the theoretical part. During the teen years, youngsters often worry about their physical appearance and they may have difficulties in dealing with the expectations from the part of their parents, the school and society in general. Their feelings of powerlessness, anger and worthlessness are also expressed through phrasemes. The present doctoral dissertation concludes with a collection of "new" slang phraseological units which could represent a starting point for a dictionary of slang phrasemes.

Magistrsko delo se ukvarja z razvijanjem frazeološke zmožnosti v slovenskem gimnazijskem izobraževanju. V prvem delu so predstavljene ugotovitve analize učnega načrta pri slovenščini v gimnazijskem izobraževanju in veljavnih učbenikov. Analiza skuša predstaviti cilje razvijanja frazeološke zmožnosti, ki jih zastavlja učni načrt, primerjavo z njihovim uresničevanjem v učbenikih ter vsebine in metode, s katerimi je njihovo uresničevanje predvideno. V drugem delu so predstavljeni rezultati ankete, ki je bila izvedena v štirih slovenskih gimnazijah med dijaki prvih in četrtih letnikov. Rezultati kažejo razmerje med poznavanjem in rabo frazeologije po končanem osnovnošolskem in po končanem srednješolskem izobraževanju. Z njimi skušam ugotoviti, kakšna sta poznavanje in raba frazeologije med dijaki prvih in četrtih letnikov, ter jih primerjati z rezultati ankete, izvedene leta 1987, objavljenimi v Kržišnik (1990a). Interpretacija rezultatov deloma opozarja tudi na nekatere oblikovne in pomenske spremembe izbranih frazemov. The topic of this master's thesis is the development of phraseological proficiency during Slovenian high school education. In the first section, I present the findings of the analysis of the Slovenian language curriculum in high school education and existing textbooks. The analysis attempts to outline the objectives of developing phraseological proficiency set by the curriculum, compare their implementation in textbooks, and present the content and methods by which their implementation is intended. In the second part, the results of the survey are presented, which was carried out in four Slovenian high schools among first and fourth graders. The results show the relationship between knowledge and use of phraseology after primary school and after high school. Using these results, I try to determine the level of knowledge and use of phraseology among first and fourth year students, and compare my result with the results of a survey carried out in 1987, published in Kržišnik (1990a). My interpretation of the results partly points to how selected phrases have formally and conceptually changed.

V diplomskem delu se predstavi frazeologijo in njena poimenovanja osnovnih enot ter lastnosti frazemov. Pregleda se učbenik za poučevanje slovenščine kot drugega/tujega jezika za nadaljevalno stopnjo učenja. Poskuša se najti prekrivnost oziroma neprekrivnost izbranih frazemov v slovenščini, hrvaščini, srbščini in makedonščini ter na koncu ob anketi tujih študentov analizirati njihovo prepoznavanje in razumevanje slovenskih frazemov v slovarski obliki in sobesedilu. In this thesis, we present phraseology and its denomination of basic units, as well as the properties of idioms. We examine a textbook for teaching Slovene as a second/foreign language for an intermediate level. We attempt to find overlaps, or a lack thereof, of chosen idioms in the Slovene, Croatian, Serbian and Macedonian languages and, finally, through a survey of foreign students, we analyse their recognition and understanding of Slovene idioms in their lexical form and within context.

Magistrsko delo obravnava frazeologijo v besedilih s športno tematiko, pri čemer v prvem delu osvetli osnovne teoretske pojme s področja frazeologije in postavi izhodišča za nadaljnje raziskovanje. Predstavi tudi poglede in raziskave frazeologije v športu na Hrvaškem. V empiričnem delu pa se najprej osredotoči na osnovno frazeološko analizo - količinsko zastopanost frazemov v slovenskih časopisih Delo, Dnevnik, Ekipa24 in Večer v obdobju od 1. do 7. decembra 2014, mesta pojavljanja frazemov, oblikovno analizo frazemov in prenovitve. Sledi podrobnejša analiza frazemov, pri čemer smo gradivo razdelili na tri dele. V prvem smo predstavili frazeme, značilne za področje športa, v drugem frazeme, ki so se v gradivu pogosto pojavljali, a niso značilni le za šport, in v tretjem frazeme, ki se v gradivu niso pojavljali, a so značilni za področje športa. The master's thesis is dealing with the topic of phraseology in sports texts. In the theoretical part, the basic phraseological concepts are presented and a basis for further research is set. It further presents views on sports phraseology and its research in Croatia. In the empirical part, the focus is on basic analysis of phrasemes used in Slovene newspapers Delo, Dnevnik, Ekipa24 and Večer published between December 1 and December 7 2014. The analysis includes the quantitative and structural analysis of phrasemes, their position in the texts, and their reconstruction. In the next segment of the thesis, the examples are analyzed in detail and divided in three parts. The first part presents phrasemes typical of sports, the second presents phrasemes which frequently occured in the texts but are not typical only of sports, and the third part presents phrasemes which were not found in the texts but are typical of the field of sports.

V magistrskem delu obravnavam prevod frazemov v zbirki kratke proze Gospod Ničla in druge zgodbe avtorja Stefana Bennija, ki jo je iz italijanščine v slovenščino prevedel Janko Petrovec. Osrednji del naloge zajema analizo prevodov minimalnih glagolskih frazemov s strukturo 'glagol + klitična oblika osebnega zaimka' in analizo prevodov frazeoloških prenovitev. Naloga vključuje tudi prikaz ekvivalenčnih razmerij med frazemi v izvirnem in prevodnem besedilu ter seznam frazeološkega gradiva. This master's thesis discusses the translation of phrasemes found in the collection of short stories Gospod Ničla in druge zgodbe by Italian author Stefano Benni, which was translated into Slovene by Janko Petrovec. The analysis focuses on two particular categories: minimal verbal phrasemes with the structure 'verb + clitic personal pronoun' and phraseological renewals. It also includes a list of all the phrasemes found in the original text and in the translation, sorted by the type of equivalence.

Magistrsko delo skuša raziskati problem večnaglasnic v slovenščini z vidika splošnih fonoloških teorij. Zanimalo me je, ali obstaja razlika med tvorjenkami, za katere velja, da imajo več naglasov, in med tvorjenkami, za katere velja, da imajo en sam naglas. Raziskava je pokazala, da ni statistično značilnih razlik v trajanju in vrednostih formantnih frekvenc samoglasnikov, ki naj bi bili naglašeni, in samoglasnikov, ki naj ne bi bili. Lastnost, ki najjasneje ločuje naglašene samoglasnike od nenaglašenih, je daljše trajanje prvih. Pokazalo se je, da lahko glede na povprečne razlike v trajanju primerjanih samoglasnikov analizirane tvorjenke razvrstimo v tri različne skupine: tvorjenke s korenom v prvem delu, tvorjenke s predpono in tvorjenke s prevzeto sestavino. Analiza je potrdila, kar je pred tem ugotavljal že Jurgec (2007): število naglasov in prominentnost sta odvisna od fonološke in morfološke zgradbe besed. Zloženke oz. tvorjenke s korenom in tvorjenke s prevzeto sestavino v prvem delu so dvo- ali večnaglasne, medtem ko so tvorjenke s predpono bodisi dvonaglasne bodisi enonaglasne. This MA thesis looks at secondary stress in Slovenian from the perspective of general phonological theory. The key question is whether there is a difference between derived words and compounds with and without secondary stress. The results indicate that there are no statistically significant differences in the duration and formant frequencies of vowels with and secondary stress and the ones without. The property that distinguishes the vowels that supposedely have (secondary) stress is duration. I found that the average differences in vowel length indicate three groups: compounds, prefixed words, and compounds with a foreign root. I analyze these differences by positing different prosodic strucures, following Jurgec (2007). Compounds have secondary stress at the level of phonological phrase, whereas prefixed words have either secondary stress at the level of prosodic word or no secondary stress. This MA thesis looks at secondary stress in Slovenian from the perspective of general phonological theory. The key question is whether there is a difference between derived words and compounds with and without secondary stress. The results indicate that there are no statistically significant differences in the duration and formant frequencies of vowels with and secondary stress and the ones without. The property that distinguishes the vowels that supposedely have (secondary) stress is duration. I found that the average differences in vowel length indicate three groups: compounds, prefixed words, and compounds with a foreign root. I analyze these differences by positing different prosodic strucures, following Jurgec (2007). Compounds have secondary stress at the level of phonological phrase, whereas prefixed words have either secondary stress at the level of prosodic word or no secondary stress.

Magistrsko delo preučuje pojav t. i. sinestetičnih metafor, pri katerih je eno čutno področje opisano v okviru drugega (npr. svetel zvok, oster okus, sladek vonj). Cilj primerjalne raziskave, ki temelji na analizi slovenskih in francoskih glasbenih kritik, je ugotoviti, katera čutna področja sodelujejo pri (sinestetičnem) opisu slušnih zaznav oz. natančneje glasbe in kakšna je njihova zastopanost. Pri tem se preverja načelo usmerjenosti, po katerem naj bi se sinestetični prenosi vršili v smeri od bolj konkretnih nižjih čutov (tip, okus, voh) k abstraktnejšim višjim čutom (vid, sluh). Pomemben predmet raziskave predstavlja tudi vprašanje ustaljenosti zbranih sinestetičnih izrazov in njihove vrednotenjske zaznamovanosti. Ker tako izhodiščno kot ciljno področje sinestetičnih prenosov zastopajo izrazi čutnega zaznavanja, je relevanten izkustveni - tj. čutnozaznavni, spoznavni in družbeno-kulturni - vidik pojava, pri čemer se kot ključno zastavlja vprašanje univerzalnosti in kulturne pogojenosti sinestetičnih zvez. This paper analyses a phenomenon called synaesthetic metaphors, in which one sensory modality is described in terms of another (e.g. bright sound, sharp taste, sweet smell). The aim of the research, based on the contrastive analysis of Slovenian and French music reviews, is to determine which sense domains are employed for (synaesthetic) description of sound, more precisely music, and how frequent they are. In this regard the paper examines the directionality principle according to which more concrete and more accessible lower senses (touch, taste, smell) tend to map onto less concrete and less accessible higher senses (sound, sight). Furthermore, the analysis focuses on two other aspects: the conventionality of synaesthetic metaphors and their connotative meaning. Since the source and target domain in synaesthetic transfers belong to sense domains, the paper emphasize the experiential - i.e. perceptive, cognitive, and sociocultural - dimension of this phenomenon, with regard to which rises the main question concerning the universal and cultural tendencies of synaesthetic metaphors.

V diplomskem delu se ukvarjam s prispevki o t. i. primeru Silva Pluta, ki so bili objavljeni v Slovenskih novicah. Gre za primer človeka, ki je leta 1990 ubil svojo sošolko in sovaščanko. Za ta zločin je bil pravnomočno obsojen in je tudi prestal zaporno kazen, po izpustitvi iz zapora pa je bil obdolžen umorov še dveh žensk. Cilj naloge je ugotoviti, ali so novinarji Slovenskih novic pri poročanju o teh umorih upoštevali domnevo nedolžnosti. Zaradi svojih opažanj pri neanalitičnem branju prispevkov izhajam iz predpostavke, da Slovenske novice kot tabloid domneve nedolžnosti ne spoštujejo dosledno in v nekaterih prispevkih domnevnega storilca kaznivih dejanj prikažejo kot krivega za zločine, za katere mu krivda še ni bila dokazana s pravnomočno sodbo. To storijo z izborom jezikovnih sredstev, torej s stilom pisanja. Takšno pisanje ima senzacionalističen učinek in je v nasprotju z normami novinarske etike pa tudi s pravnimi normami. In my thesis I write about articles on the so-called case of Silvo Plut, published in the Slovenske novice newspaper. It is the case of a man that killed his schoolmate and fellow villager in 1990. He was convicted for this crime and he also completed the sentence. After being released from prison he was charged with the murders of two other women. The aim of my thesis is to determine whether journalists of Slovenske novice newspaper took into consideration the presumption of innocence when reporting on the cases of these three murders. Because of my observations after a non-analytical reading of the articles, I am working on the supposition that the newspaper Slovenske novice as a tabloid does not respect the presumption of innocence and it sometimes presents the alleged offender as guilty of the crimes for which he has not been convicted yet. This is achieved with the selection of language tools, therefore with the style of writing. Such writing has a sensational effect and it does not comply with the norms of journalistic ethics and legal norms.

Der Rahmen der phraseologischen Untersuchungen wird immer weiter. Eine besondere Klasse der Mehrwortlexeme bilden sog. phraseologische Termini oder Phraseotermini. Im Beitrag werden diese unter fachsprachlichen und sprachvergleichenden Gesichtspunkten erläutert.

Blending as a general cognitive operation is a model proposed by Fauconnier and Turner (1998, 2002) and Coulson (2000) in order to account for both linguistic and non-linguistic facts. In this paper we explore the cognitive mechanisms at work in coining phraseological blends, i.e. amalgamations of at least two different phraseological units in one modification. Blends in phraseology occur as clever linguistic manipulations on the structural level, but the underlying cognitive design that makes blends possible is far more complex. It involves sets of conceptual mappings in form of metaphor and metonymy, and complex conceputal integration network relations.

Razvitie i dostiženija horvatskoj dialektologii.Razvitie i dostiženija horvatskoj frazeologii. Obrabotka frazeologizmov v obščih dialektologičeskih slovarjah.Dialektologičeskie frazeologičeskie stat'i, monografii, slovari.Issledovanie horvatskih dialektnyh frazeologizmov.