13 research outputs found
Alberto Hurtado en Morococha 4
No full textIntegridad completaBuen estado de conservaciónDigitalización y descripción realizada por Wendy Ochoa Alvarez.El Dr. Alberto Hurtado, el Dr. Hernán Rhau y J. Velásque
Diseño de un tablero de mando y control para la Constructora Malaga Hnos s.a.
No full textThe present work of professional sufficiency entitled “Design of a command and control
board for the operations manager of the Constructora 'Málaga Hnos' SA”, is proposed to monitor and
control the action plans of the different organic units of the company through the implementation of a
management control tool selected Dashboard and Control that will resume a series of management
indicators used in the management of many organizations that can put at the forefront of modern
administration, in such a way that allows them to know if they are oriented and moving towards
effective management. The indicators were taken taking into account the companies of the category
considered by the company as a reference with the things that you want to measure in the near future.
This work presents the design of a command and control board for the Constructora Málaga
Hnos SA, where, first, the problem is determined, the objectives are raised and their justification, the
theoretical basis underlying the model is disclosed of design in question: the perspectives contained
in the dashboard and control, the basis of how the Construction sector is organized; second, have the
design of the dashboard and control, the strategic map (cause-effect matrix) for the company under
study; the implementation has been developed with the methodology of the Apaza Meza Model,
incorporating some experiences obtained by the author; thirdly, the conclusions and recommendations
in this work are made known and, finally, the suggestion for the training of systems engineers in the
UNT is presented.El presente trabajo de suficiencia profesional titulado “Diseño de un tablero de mando y
control para la subgerencia de operaciones de la Constructora ‘Málaga Hnos’ S.A.”, es propuesta para
para monitorear y controlar los planes de acción de las diferentes unidades orgánicas de la empresa
mediante la implementación de una herramienta de control de gestión denominada Tablero de Mando
y Control que resume una serie de indicadores de gestión utilizados en la dirección de muchas
organizaciones que se ponen a la vanguardia de la administración moderna, de tal manera que les
permita conocer si se están orientando y dirigiendo hacia una gestión efectiva. Los indicadores fueron
obtenidos tomando en cuenta a empresas del rubro consideradas por la empresa como referente con
las cuales se desea medir en un futuro cercano.
Este trabajo presenta el diseño de un tablero de mando y control para la Constructora Málaga
Hnos S.A., en donde, en primer lugar, se determina el problema, se plantean los objetivos y su
justificación, se da a conocer la base teórica que sustenta el modelo de diseño en cuestión: las
perspectivas que contiene el tablero de mando y control, la base de cómo está organizado el sector
Construcción; en segundo lugar, se tendrá el diseño del tablero de mando y control, el mapa
estratégico (matriz causa-efecto) para la empresa en estudio; la implementación se ha desarrollado
con la Metodología de Apaza Meza, incorporando algunas experiencias obtenidas por el autor; en
tercer lugar, se dan a conocer las conclusiones y recomendaciones en este trabajo y, finalmente, se
presenta la sugerencia para la formación de ingenieros de sistemas en la UNT.Tesi
Evaluacion a los procedimientos del control interno y su incidencia en el sistema contable de la empresa agromanobanda hnos. del ciclo fiscal 2010, Cantón Quevedo
No full textAt the end my studies in the Public Accounting in the UTEQ , I chose the subject ASSESSMENT PROCEDURES OF INTERNAL CONTROL AND ITS IMPACT ON THE ACCOUNTING SYSTEM in the company Agro Manobanda hnos. SA having knowledge of the weaknesses and gaps that exist in the Accounting System by the lack of knowledge in the management of the same.
Within my research work, work with interviews on the subject, the same that helped me on the approach of objectives; as in the evaluation of the procedures of the Internal Control and its impact on the accounting system, in this way demonstrate that as professionals of our race is you can apply the knowledge acquired in the University.
The framework describes each of the concepts necessary for the development of research such as International Accounting Standards (IAS) that are necessary for the subject such as IAS 1 concerning the presentation of financial statements , IAS 8 concerning accounting policies and changes in accounting estimates and errors, the Audit Reporting Standards (NEAs) took the # 10 referred to the Risk Assessment and Internal Control.
Another of the important issues in conducting my research was the conceptualization of Internal Control Systems company politics, financial reporting system and accounting system and internal control issues that are important in the implementation of the research.
On the methodological met the guidelines established for conducting my research, the results were determined based on direct observation in the field using interviews.
Some of the main problems was able to find work in the development of the research is the lack of control of the financial statements, they are not well detailed, there are specific tasks to employees, do not have the necessary knowledge in the system is used for accounting, no delivery of timely information for decision-making does not have a method that facilitates the evaluation of internal control, loss of working tools: invoices, receipts, expenditures, etc.. For the poor File Control, Not having adequate physical space stray documents regularly.
After this analysis is more feasible for the author of the present investigation to obtain the timely implementation and effective decision-making to prevent deficiencies.Al concluir con mis estudios en la carrera de Contabilidad Pública Autorizada en la UTEQ, elegí el tema EVALUACIÓN A LOS PROCEDIMIENTOS DEL CONTROL INTERNO Y SU INCIDENCIA EN EL SISTEMA CONTABLE en la empresa Agromanobanda Hnos. S.A teniendo conocimiento de las debilidades y falencias que existen en el Sistema Contable por la falta de conocimiento en el manejo del mismo.
Dentro de mi trabajo de Investigación, trabaje con entrevistas referentes al tema, las mismas que me ayudaron en el planteamiento de los objetivos; como en la evaluación de los procedimientos del Control Interno y su incidencia en el sistema contable, de esta forma demostrar que como profesionales de nuestra carrera se podrá aplicar los conocimientos adquiridos en la Universidad.
En el marco teórico se describe cada uno de los conceptos necesarios para el desarrollo del trabajo de investigación como por ejemplo las Normas Internacionales de Contabilidad (NICs) que son necesarias para el tema como son la NIC 1 que se refiere a la presentación de Estados Financieros, la NIC 8 que se refiere a las Políticas Contables y cambios en las estimaciones contables y errores, de las Normas Ecuatorianas de Auditoria (NEAs) se tomo la # 10 que se refiere a la Evaluación de Riesgo y Control Interno.
Otro de los temas importantes en la realización de mi trabajo de investigación fue la conceptualización del Control Interno, sistemas de Políticas de Empresa, sistema de información financiera y sistema de contabilidad y de control interno temas que son importantes en la ejecución del trabajo de investigación.
En la parte metodológica se cumplió con los lineamientos establecidos para la realización de mi trabajo de investigación, se determinaron los resultados en base a la observación directa en el campo utilizando entrevistas.
Algunos de los principales problemas que se logró encontrar en el desarrollo del trabajo de investigación es el poco control de los estados financieros, los mismos no están bien detallados, no existen tareas específicas a los empleados, no tienen el conocimiento necesario en el sistema que se utiliza para la contabilidad, no hay entrega de la información a tiempo para la toma de decisiones no tienen un método que les facilite la evaluación del control interno, la pérdida de los instrumentos de trabajo: Facturas, Comprobantes de ingresos, egresos, etc. Por el deficiente Control de Archivo, Al no contar con el espacio físico adecuado los documentos se extravían regularmente.
Luego de este análisis es más factible para la autora del presente trabajo de investigación obtener la información oportuna para la realización y la toma de decisiones efectivas para evitar deficiencias
El camposanto de San Andrés. 28. Arqueología
No full textAcosta Campos, Manuel Eduardo, 93/13. Degollado 7, Archivo Técnico de la Dirección de Salvamento Arqueológico, México, INAH, mecanuscrito.Archivo Histórico de la Ciudad de México 1780-1877. Hospitales Sn Andrés. 1802-1856. Policía, Salubridad, Cementerios y Entierros, Exp. 49, fs. 1871-1918. Panteones Sta. Paula y Británico, Exp. 3, fs. 3 y 4, Exp. 13, fs. 21, Exp. 18, fs. 2.Calnek, Edward, 1974. Conjunto Urbano y Modelo Residencial en Tenochtitlan, Ensayos sobre el desarrollo urbano de México, México, Sepsetentas, 1974, (143).Cervantes Martínez, Jorge, “Análisis bioantropológico de los restos óseos del Camposanto de San Andrés”, en: Archivo Técnico de la Dirección de Salvamento Arqueológico, 2001, mecanoescrito.Cooper, Donald, Las epidemias en la ciudad de México, 1761-1813, México, IMSS, 1980.García Cubas, Antonio, El libro de mis recuerdos, México, Imprenta Arturo García Cubas, Suc. Hnos, 1978.García de Palacios Roji, Clara, Guía Roji de la Ciudad de México, Área Metropolitana, Alrededores y Códigos Postales, México, 1987.Hernández Pérez, Miguel, 93/101. Degollado 48, Archivo Técnico de la Dirección de Salvamento Arqueológico, México, INAH, mecanuscrito.Hernández Pérez, Miguel y Román Chávez Torres 94/19. Degollado 8, Archivo Técnico de la Dirección de Salvamento Arqueológico, México, INAH, mecanuscrito.
____, 94/59. Degollado 32, Archivo Técnico de la Dirección de Salvamento Arqueológico, México, INAH, mecanuscrito.Herrera Moreno, Ethel y Concepción de Ita Martínez, 500 planos de la Ciudad de México, 1325-1939, México, Secretaría de Asentamientos Humanos y Obras Públicas, 1982.Huerta, Margarita, “Análisis osteológico”, en: Archivo Técnico de la Dirección de Salvamento Arqueológico, México, INAH, 1995, mecanuscrito.Lombardo de Ruíz, Sonia, Desarrollo Urbano de México-Tenochtitlan según las fuentes históricas, México, INAH/SEP, 1973.Marroquí, José María, La Ciudad de México, t. II, México, Jesús Medina Editor, 1969.Morales, Ma. Dolores, “Cambios en las prácticas funerarias. Los lugares de sepultura en la ciudad de México 1784-1857”, en: Historias, núm. 27, México, Dirección de Estudios Históricos del INAH/CNCA, 1992.Real Academia Española, Diccionario de la Lengua Española, España, decimonovena edición, Madrid, 1970.Rivera Cambas, Manuel, México Pintoresco, Artístico y Monumental, México, Imprenta de la Reforma, núm. 7, 1974.Rojas Rabiela, Teresa et al. (eds.), “Relación anónima de los ríos que entran en las lagunas del Valle de México, vol. 22, núm. 187”, en: Nuevas Noticias sobre las obras hidráulicas prehispánicas y coloniales en México, México, SEP/INAH, 1974Sánchez Correa, Sergio 91/50. 6a calle de Galeana y 2a de Degollado, Archivo Técnico de la Dirección de Salvamento Arqueológico, México, INAH, mecanuscrito.Sotomayor, Arturo, Don Artemio, México, UNAM, 1967, (Biblioteca del Estudiante Universitario núm. 87).Tinoco, Pascual, 99/37. Informe mecanoescrito, Archivo Técnico de la Dirección de Salvamento Arqueológico, México, INAH.Tovar de Teresa, Guillermo, La ciudad de los palacios: crónica de un patrimonio perdido, 2 tt., México, 1990
Perspectives of the River Plate around the time of Rosas : an analysis based upon the personal correspondence, private memoirs and published accounts of British settlers, as well as works by creole authors
No full textThis thesis draws inspiration from the emergence of cultural studies as an academic
pursuit, in addition to the current renewal of interest in the relationship between
literary works and their socio-cultural milieux, to bring together an assortment of
textual traces pertaining to the River Plate around the era of Juan Manuel de Rosas,
governor of Buenos Aires and de facto dictator of Argentina for most of the period
1829-1852. The main texts analysed range from private documents relating to two
Scottish settler families, through accounts published by British citizens with first-hand
knowledge of the region (Un inglés, Cinco años en Buenos Aires and
Beaumont, Travels in Buenos Ayres and the Adjacent Provinces), to three influential
pieces of early Argentinian literature (Echeverria's El matadero, Mármol's Amalia
and Sarmiento's Facundo). One justification of this apparently eclectic approach lies
in the prominence accorded to the incomer in the thought of liberal Platine
intellectuals, a concern evinced in their literary production.
The methodology involves examining the representation of certain
fundamental topics across this range of written artefacts, observing frequent points of
thematic convergence amongst the various texts. In this fashion, I construct an image
of the River Plate region around the Rosas period, whilst also appraising the degree
to which early British settlers matched the idealized notion of the immigrant present
in liberal creole writings.
The study is divided into four main chapters, supplemented by an
introduction, conclusion and appendix. The first chapter summarizes the historical
context of the young Platine republics; the second deals with the themes of society,
community and family, the third focuses upon religion; the fourth considers
perspectives of politics, dictatorship and civil war. The appendix consists of an
unpublished settler autobiography, a remarkable account of the tribulations faced on
a daily basis in the developing Argentina
La fotohistoria y el centenario de la Revolución mexicana: una aproximación biblio-hemerográfica. Historias. Revista de la Dirección de Estudios Históricos Num. 83 (2012) septiembre-diciembre
No full textArnal, Ariel, Atila de tinta y plata, México, Instituto Nacional de Antropología e Historia, 2011.Berumen, Miguel Ángel (coord.), México: fotografía y Revolución, México, Lunwerg/Fundación Cultural Televisa, 2009.Castillo Troncoso, Alberto del, Isidro Fabela, una mirada en torno a la Revolución mexicana, México, Instituto Mexiquense de Cultura, 2010.Escorza Rodríguez, Daniel, Casasola, Madrid, La Fábrica Editorial (PhotoBolsillo. Fotógrafos Latinoamericanos, núm. 2), 2010.González Flores, Laura, Otra Revolución. Fotografías de la ciudad de México 1910-1918. Catálogo Ricardo Espinosa (colaboración de Miguel Ángel Berumen), México, IIH-UNAM, 2010.México en el centenario de la Independencia. Álbum Gráfico de la República Mexicana 1910, Editado por el Gran Establecimiento Tipo-Litográfico de Muller Hnos, México, 2 ed., Edición facsimilar de Gerardo Moctezuma Barragán sobre el álbum de Eugenio Espino Barros, México, 2010.Montes Recinas, Thalía y Martha Evelyn Ghigliazza Solares, El Museo Nacional. Una mirada a las fiestas del Centenario de la Independencia, 1910, México, INAH, 2010.Mraz, John, Fotografiar la Revolución mexicana. Iconos y compromisos, México, INAH, 2010.Torres Sánchez, Rafael, El negativo de la Revolución: vida cotidiana, México, Gobierno del Estado de Hidalgo/Consejo Estatal para la Cultura y las Artes de Hidalgo, 2010.Tovar y de Teresa, Guillermo, La primera gran Revolución del siglo XX. México 1910-1921. Un imaginario de la Revolución mexicana, México, Proceso, 2010.Villela, Samuel, Sara Castrejón, fotógrafa de la Revolución, México, INAH, 2011. Artículos y ensayosArnal, Ariel, “Los rurales mexicanos, civilización de la barbarie”, en 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 7, primavera de 2010, pp. 142-155.Bartra, Eli, “¿Qué tan negra es la Negra Angustias?”, en 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 10, invierno de 2010, pp. 266-275.Berumen, Miguel Ángel, “Disparando desde todos los frentes. Los fotógrafos que documentaron la Revolución”, en Miguel Ángel Berumen (coord.), México: fotografía y Revolución, México, Lunwerg/ Fundación Televisa, 2009, pp. 281-301.Canales, Claudia, “La densa materia de la historia. Notas sobre la fotografía olvidada de la Revolución”, en Miguel Ángel Berumen (coord.), México: fotografía y Revolución, México, Lunwerg/Fundación Televisa, 2009, pp. 47-81.Castañeda García, Laura, “La fotografía en los festejos del primer centenario de la Independencia de México”, en Alquimia, México, Sistema Nacional de Fototecas, año 13, núm. 39, mayo-agosto de 2010, pp. 6-22.Castillo Troncoso, Alberto del, “Las imágenes disputadas de la Revolución”, en Proceso Bi-centenario, México, núm. 4, julio de 2009, pp. 24-33.Escorza Rodríguez, Daniel, “Imagen y apariencia de Huerta después de la Decena Trágica”, en Historias, México, DEH-INAH, núm. 72, enero-abril de 2009, pp. 65-74.Escorza Rodríguez, Daniel, “Gerónimo Hernández, un fotógrafo enigmático”, en Dimensión Antropológica, México, INAH, año 16, vol. 47, septiembre-diciembre de 2009, pp. 143-168.Escorza Rodríguez, Daniel y Heladio Vera Trejo, “La cámara Graflex, en la campaña federal maderista contra Pascual Orozco, 1912”, en 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 10, invierno de 2010, pp. 254-265.García Prado, María Violeta, “J. H. Abitia. Legado iconográfico de un fotógrafo revolucionario”, en Alquimia, México, Sistema Nacional de Fototecas, año 13, núm. 39, mayo-agosto de 2010, pp. 71-80.Gautreau, Marion, “La Revolución mexicana a los ojos del mundo. Diferentes perspectivas en la prensa ilustrada”, en Miguel Ángel Berumen (coord.), México: fotografía y Revolución, México, Lunwerg/Fundación Televisa, 2009, pp. 87-199.González Flores, Laura, “Técnica fotográfica y mirada. La fotografía en el país de la metralla”, en Miguel Ángel Berumen (coord.), México: fotografía y Revolución, México, Lunwerg/Fundación Televisa, 2009, pp. 53-61.Guevara Escobar, Arturo, “H. J. Gutiérrez, Foto”, en Alquimia, México, Sistema Nacional de Fototecas, México, año 13, núm. 39, mayo agosto de 2010, pp. 60-70.Guevara Escobar, Arturo, “La fotografía de Emiliano Zapata. Un cliente no tan común”, en Relatos e historias en México, año 1, núm. 9, mayo de 2009, pp. 22-23.Michel, Paulina, “Cruz Sánchez y su estudio ambulante”, en 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 6, invierno de 2009, pp. 138-150.Millán, Paulina, “Jesús H. Abitia: la fotografía como propaganda revolucionaria”, en 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 1, otoño de 2008.Miquel, Ángel, “El compadre Mendoza y la crítica del presente”, en 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 4, verano de 2009, pp. 176-183.Monroy Nasr, Rebeca, “Una Revolución a caballo: de la foto fija al movimiento continuo”, en Proceso Bi-centenario, México, núm. 13, abril de 2010, pp. 14-25.Monroy Nasr, Rebeca, “Polvo de aquellos lodos: fotografía de niños durante la Revolución”, en Alquimia, México, Sistema Nacional de Fototecas, año 13, núm. 39, mayo-agosto de 2010, pp. 32-43.Monroy Nasr, Rebeca, “Rebeldes y posrevolución: Saturnino Cedillo”, en 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 2, invierno de 2008, pp. 137-149.Mraz, John, “Fotografiar a la Revolución mexicana: ‘El mito de los Casasola’ ”, en 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 10, invierno de 2010, pp. 244-253.Negrete Álvarez, Claudia, “Tiempos nuevos, miradas antiguas. Persistencias de la visión decimonónica en el México revolucionario (1910-1920)”, en Alquimia, México, Sistema Nacional de Fototecas, año 13, núm. 39, mayo-agosto de 2010, pp. 23-31.Ortega Pizarro, Fernando, “Rotofoto”, en 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 6, invierno de 2009, pp. 166-175.Siller, Pedro, “Retrato de Madero con familia revolucionaria”, en Relatos e historias de México, México, año 1, núm. 7, marzo de 2009, pp. 44-50.Tenorio Trillo, Mauricio, “La Revolución mexicana en el álbum del mundo”, en Miguel Ángel Berumen (coord.), México: fotografía y Revolución, México, Lunwerg/ Fundación Televisa, 2009, pp. 47-49.Torres Rodríguez, Alberto, “Hugo Brehme y la Decena Trágica”, en 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 2, invierno de 2008.Villela F., Samuel L., “La fotografía de la Revolución mexicana”, 20/10 Memoria de las Revoluciones en México, México, RGM Medios, núm. 5, otoño de 2009, pp. 80-89.Villela F., Samuel L., “Las postales de la Revolución mexicana”, en Relatos e historias de México, año 1, México, núm. 6, febrero de 2009, pp. 79-84.Villela F., Samuel L., “El álbum fotográfico del general Silvestre Mariscal, en Relatos e historias de México, año 1, núm. 8, México, abril de 2009, pp. 51-56.Villela F., Samuel L., “Fotografía y Revolución en Guerrero”, en Alquimia, año 13, núm. 39, México, Sistema Nacional de Fototecas, México, mayo- agosto de 2010, pp. 44-59
La infancia en el esquema marañoniano de las edades de la vida del hombre
No full textThe huge volume of scientific work by Marañón includes a series of contributions on the subject of the ages of human life. From biological approaches to medical/social issues, such as eugenics, the author presents his individual vision of children defined according to a set of criteria grounded largely in his endocrinological theories. The weight of tradition from classical and Renaissance authors such as the Spaniard Huarte de San Juan, is present both as a historical reference framework and as a means of reflecting on current situations.La ingente obra científica de Marañón incluye también una serie de aportaciones sobre el tema de las edades de la vida humana. Desde acercamientos biológicos a los de cariz médico-social, como la eugenesia, el autor presenta su particular visión de la infancia definida de acuerdo a una serie de criterios fundamentados, en gran medida, en su pensamiento endocrinológico. El peso de la tradición de la Antigüedad clásica y de autores renacentistas como el español Huarte de San Juan, está presente como marco de referencia histórico y como una forma de reflexionar sobre situaciones actuales
Casa, familia, heredad. La colección fotográfica de caseríos vascos de Fr. Pedro de Madrid, 1912
No full textThis paper seeks to highlight the photographic collection of Basque farmhouses of Baztan Valley (Navarra) that, under the motto Echezarra (Old House), was awarded in the Photographic- Social Competition held in 1912 in Pamplona, emphasizing its unpublished nature and its remarkable artistic, documentary and ideological value; not in vain, the images combine in harmony farmhouse, family and estate, to create a superb testimony of lifestyles in Baztan Valley of a Century ago, participating fully in the arcadic vision of the values embodied by the Basque farmer, far from reality but deeply rooted in the traditional thinking of the time. And, at the same time, it wants to highlight the virtually unknown figure of its author, Fr. Pedro de Madrid (Pedro Satué), Capuchin Friar started in the photographic techniques in the Convent of Lekaroz for, secularized once, develop the profession in the Studio that he opened in Madrid, where he specialized in artistic portrait.Este trabajo pretende dar a conocer la colección fotográfica de caseríos vascos del Valle de Baztán (Navarra) que bajo el lema Echezarra (Casa vieja) resultó premiada en el Certamen fotográfico- social celebrado en 1912 en Pamplona, poniendo de relieve su carácter inédito y su notable valor artístico, documental e ideológico; no en vano, las imágenes conjugan en armonía caserío, familia y heredad, para componer un inmejorable testimonio de los modos de vida en Baztán de hace un siglo, participando plenamente de la visión arcádica de los valores encarnados por el campesino vasco, alejada de la realidad, pero tan arraigada en el pensamiento tradicional de la época. Y, a su vez, quiere resaltar la figura prácticamente desconocida de su autor, Fr. Pedro de Madrid (Pedro Satué), religioso capuchino que se inició en las técnicas del arte fotográfico en el Colegio de Lekaroz para, una vez secularizado, acabar desarrollando la profesión en el estudio que abrió en Madrid, especializándose en el retrato artístico
The success rate in teaching standard Croatian accentuation by primary school students
No full textSvrha je ovoga istraživanja ustanoviti koliko osnovnoškolske nastavne aktivnosti koje se tiču podučavanja naglasaka dovode do poboljšanja učeničkih kompetencija na tome području. Naglasna je norma jedna od najteže naučivih slojeva hrvatskoga standardnog jezika. Glavni je razlog činjenica što su hrvatski govori naglasno raslojeni; postoje govori s visinskim sustavom, čiji se prozodijski repertoar sastoji od četiriju naglasaka (dugosilazni, dugouzlazni, kratkouzlazni i kratkosilazni) i zanaglasne dužine (standardni jezik ima upravo takav sustav), i govori u kojima postoji samo dinamički naglasak u kojima se i mjesto naglaska često razlikuje od standardnog (primjerice govor grada Zagreba). U radu se prikazuje pristup naglasnom sustavu tijekom povijesti hrvatskoga školstva, analiziraju se nastavni programi, nastavni planovi i programi te kurikul(um)i od 1874. do 2018./2019. te metodički postupci podučavanja hrvatskih naglasaka u udžbenicima i radnim bilježnicama. Eksperimentalni dio rada istražuje u kojoj mjeri podučavanje zagrebačkih osnovnoškolskih učenika 7. i 8. razreda u standardnim naglascima riječi utječe na stjecanja kompetencija izgovora mjesta i vrste naglasaka koji pripadaju standardnome visinskome naglasnome sustavu. U prvom eksperimentu koji je proveden 2013./2014. sudjelovalo je 82 učenika (53 učenika u eksperimentalnoj skupini i 29 učenika u kontrolnoj skupini s kojom se nisu provodile naglasne vježbe), a u drugom eksperimentu koji je proveden 2016./2018. sudjelovalo je 34 učenika. U obama eksperimentima snimane su naglasne kompetencije izgovora prije i poslije provođenja vježbi koje su bile integrirane u nastavu Hrvatskoga jezika. Zvučni materijal analiziran je slušno i dijelom akustički, a podatci su statistički obrađeni. Rezultati prvoga istraživanja pokazuju da je eksperimentalna skupina (N = 53) poboljšala točnost izgovora mjesta naglaska za 22,7 %, a kontrolna je skupina (N = 29) smanjila točnost za 3,2 %. Rezultati drugoga istraživanja pokazuju da kontinuirani rad na naglasnim kompetencijama donosi napredak u učenju tona (za 8,4 %), trajanju naglaska (za 15,6 %) i u učenju zanaglasne dužine (za 26,6 %). Rezultati potvrđuju dosadašnja istraživanja o teškoj i nepotpunoj naučivosti standardnoga naglasnog sustava za učenike koji žive u Zagrebu, no pokazuju i to da se naglasne kompetencije izgovora standardnih naglasaka uz metodički dobro osmišljeno i kontinuirano podučavanje naglasaka mogu poboljšati.The purpose of this research is to determine to what extent the elementary school activities that are related to the teaching of accents lead to an improvement of students’ competencies in that area. The prosodic norm is one of the aspects of the Standard Croatian language that is the most difficult to learn. The main reason for this is that the Croatian dialects are highly variable in regard to accent; there are dialects that are tonal, with a prosodic repertoire that consists of four accents (long-falling, long-rising, short-falling, short-rising) and a post-tonic length (this is also the prosodic repertoire of the standard variety of Croatian), and there are dialects that do not have tones, but rather only a stress accent, and in which the accented syllable in words is often different from the accented syllable in Standard Croatian (for example, the dialect spoken in Zagreb). As for the distribution of the accents in the Croatian language, Škarić states that the dictionaries of the Croatian language contain 48.6 % of words with short-rising accent, 25.5 % of words with long-rising accent, 21.4 % of words with short-falling accent, and 4.5 % of words with longfalling accent. The Croatian language is a common name for all Southwestern-Slavic dialects and standard varieties of these dialects, which Croatians have used in the past or use today. The Croatian language is realized in Croatian dialects, the standard variety of Croatian, as well as substandard idioms (Bičanić et al., 2013). At the time of the arrival of Croats to the area on which they still live today (6th to 7th century), the language in use was Old Croatian. During the next few centuries it had evolved fairly quickly to the point when, in the Middle Ages, there were three dialects spoken on the Croatian territory: Čakavian, Štokavian and Kajkavian. Although the Croatian literary tradition sprung to life on the Čakavian dialect in the works of Marko Marulić, and then it continued to evolve in the works on the Kajkavian dialect, Štokavian was selected as the base for the standard variety of the Croatian language at the time Croatian became the official language of Croatia, on 23 October 1847. The Croatian accentuation has also had a long historic development. In the NewŠtokavian languages up to do 15th century the accents were only stress accents, long and short (Škarić, 1991: 324). In the 15th and 16th century a part of the Štokavian dialects underwent the socalled New-Štokavian innovations, which had a significant impact on the physiognomy of the contemporary standard language (Bičanić et al. 2013). From the 15 th century the strength of the accents began to transfer one syllable forward, lowering that syllable, while the old syllable with the accent retained the high tone. Such transfer of the accent is called “weakened” transfer, to differentiate it from the “non-weakened” transfer in which the accent is transferred forward to the initial syllable of the word both in strength and tone. The transfer of the accent from one syllable to the other is called metataxis, and the change in the tone of the syllable with the accent is called metatony. Therefore the weakened transfer of the accent is both metatonic and metataxic, while the non-weakened is only metataxic. In the grammatical manuals there were three accents up to the Šime Starčević’s Grammatic, in which the author was the first to note four accents which have remained up to this day when the prosodic norm has been established and prescribed in the most recent Croatian normative works. In the process of teaching a language, and also teaching the prosodic system, the educational system of a country plays an important role. Therefore this research explores the history of the Croatian school system. Until the second half of the 18th century both in European and in territorially divided Croatian land, there had been no school system as a training and educational subsystem of society, so the Catholic Church played an important role by founding and maintaining schools on all levels (Švoger and Župan, 2021: 10). The school system in Croatia was organized by numerous religious and monastic orders, such as Benedictines, Dominicans, Franciscans, Jesuits, Paulines, Sisters of Mercy, Poor Clares and Ursulines. The Jesuits described their school system in the curriculum Ratio studiorum in 1586, and in the first decades of the 17th century they opened high schools in numerous Croatian cities, thus enabling mass education for young men of all classes and improving the position of the citizen class. The education system on the state level was more seriously ordered during the reign of Maria Theresia (1740–1780) by the decree on the General School Order in 1774. This decree was soon replaced by the new Hungarian curriculum, namely Ratio educationis of 1777. After a few failed attempts, the first law regarding the school system was made in 1874 at the Croatian Parliament, known as the Act of 14 October 1874, during Mažuranić’s school reform, which served as the means by which Croatia independently and autonomously decided on the arrangement of its school system, introducing mandatory four-year elementary school. A new, unique school act was created in the form of the School Act of 1888. New school acts were introduced in 1919 and 1929, and, in parallel, new curricula were introduced in 1926, 1933, 1941 and 1944. After World War II, mandatory seven-year education was introduced, followed by new school acts in 1951 and 1959. After the democratic changes in 1990, new textbooks and manuals were issued and printed. New curricula were published in 1991, 1999 and 2006. The curriculum of 2006 was based on the Croatian National Educational Standard (Hrvatski nacionalni obrazovni standard, HNOS). The new National Curriculum for Elementary School Education came into effect in 2018, followed by curricula for different school subjects, among which there was the Curriculum for the School Subject Croatian Language for Elementary and Secondary Schools in 2019. This research analyzes the approach to the prosodic system during the history of the Croatian school system and the curricula from 1874 to 2018/2019. The older the curricula were, the more attention was given to the teaching of prosody in the first years of elementary school, while in more senior years prosody was considered learned. The most distinctive of all curricula when it comes to prosody was the Plan and Program of Elementary School Education of 1983, in which teaching prosody was presented as a branch of its own, teaching students the elements of accents gradually from the 5th to the 8th grade. In the same work, teachers and public speakers were presented as good role models of correct speech, and their role in helping students master the standard four-accent system, a system which was new and difficult to learn for non-Štokavian (and some Štokavian) speakers, was considered a vital prerequisite for teaching prosody. In 2019 the Curriculum for the School Subject Croatian Language for Elementary and Secondary Schools was published, according to which prosody lessons were taught in the 7th grade, and students were expected to pronounce the words correctly in accordance with the prosodic system of the Standard Croatian language and to interconnect words into larger units and sentences using the correct accent and intonation on the sentence level. This research describes the methodology of teaching Croatian accents in textbooks and workbooks. Methodology of teaching is a scientific discipline which studies systems, strategies, procedures and other means and conditions of teaching and learning by which students come to new educational cognitions, i.e. cognitions which students achieve during the educational process. These cognitions are made by teaching and learning well-known and valid scientific and empirical truths and content which are included in the curriculum of the school subjects to which the methodology of teaching refers (Bežen, 2008: 177). Parallel to the development of educational activities was the development of pedagogy, which eventually became the theory of education, thus separating itself from these activities. The practical function of pedagogy in the training of teachers was taken over first by didactics. However, with the emergence of school subjects and teachers specialized and educated to give classes of certain subjects, didactics became the general theory of teaching, while the theory and practice of the educational process, i.e. the way certain subjects are taught, was assigned to the respective methodologies of these subjects (Bežen, 2008: 346). This research especially studies the methods of teaching accents which should contribute to not partial, but complete adoption of the standard four-accent system of the Croatian language. By providing an insight into the set of textbooks of the Croatian language for elementary school from 2006 to the Curriculum of 2019, the methodological material of prosody lessons is analyzed to demonstrate the depth and complexity of teaching accents to students to help them improve their prosodic competencies. Different textbooks offer the same structure of prosody lessons. The lessons contain the phase of preparation (the educational situations are presented as the following: exploring the motivation of students; refreshing their pre-existent knowledge of the terms sound, letter, syllable, word, vowels, consonants; announcing future educational tasks; and preparing the example text), followed by working on the example text, acknowledging new language facts, detecting the characteristics of these new language facts, generalizing the cognitions on the new language facts, exercises (to make use of the new knowledge), repeating the newly learned content (synthesis of knowledge), and assigning homework. Based on the analysis of the material in workbooks, it can be concluded that the workbooks contain examples of tasks formed in such a way for the students to be able to gradually adopt and achieve their educational goals and outcomes in the field of prosody. The tasks also show a diverse approach to the ways in which students acquire prosodic competencies. Some tasks lack precise instructions for the students to independently solve tasks and put the acquired competencies to good use, while in other tasks the students are expected to perform several linguistic actions related to prosodic competencies in a single task. In many tasks the students are asked to mark the accent on a word or speak a word without having heard the correct pronunciation of the word. None of the workbooks contain tasks which are ordered systematically so that the students can achieve one educational outcome by solving a series of tasks which refer to all of the levels of learning according to Bloom’s taxonomy. Only one workbook contains tasks divided into groups I, II and III, which means that the competencies in these groups are gradually learned in accordance with Bloom’s taxonomy. On the other hand, in one workbook the tasks are grouped under the titles I RECOGNIZE (theoretical level) and I APPLY (examples in which students perform a single activity). Except for the methodologies of languages as classified and described in detail by Težak (1996), the author of this research used other methods which she considers to be more effective in acquiring prosodic competencies. These are the following methods: deduction, impersonating a speech role model, reciting in a choir, pronouncing pseudowords, clapping/jumping in place and correction of wrongly pronounced accents. All exercises which the author performs in her classes with students are described in more detail in the appendices to the research. The experimental part of the research investigates to what extent teaching students in elementary schools in Zagreb, 7th and 8th grade, the standard prosodic system affects their acquiring of competencies to correctly pronounce the accents according to the correct accented syllable and variety as prescribed by the rules of standard tonal prosodic system. The subjects from the Zagreb area find it difficult to learn the four-accent prosodic system because there is no rising accent in their organic idiom. Magner (1966) states that for the typical Kajkavian dialect of the center of Zagreb the essential prosodic phonological characteristic is that there are no oppositions in tone and quantity of accents. The expiratory accent is applied to any syllable of the word, and the place of the accent in numerous words does not change in comparison to its place in the base word form. Kapović describes the contemporary urban prosodic system of Zagreb as having one dominant accent, dynamic, marked by force of speech only, no tonal contrasts; phonetically it is half-long, often without distinctive length, and the place of the accent is mostly uniform. It also rarely uses the opposition by length, which is then used to differentiate among words. In the first experiment of this research, conducted in 2013/2014, there were 82 students as participants of the research (53 students in the experimental group and 29 students in the control group which did not participate in prosodic exercises). On the other hand, in the second experiment, conducted in 2016/2018, 34 students participated in the research. In both experiments the prosodic competencies of the students were recorded before and after conducting the accent exercises, which were integrated into the classes of the Croatian language. The acoustic material was analyzed by ear and partially by an acoustic analysis software, and the data was analyzed statistically. The results of the first phase of the research show that the experimental group (N = 53) improved the accuracy of the pronunciation of the accented syllable by 22.7 %, while the control group’s accuracy decreased by 3.2 %. The results of the second phase of the research show that continuously working on prosodic competencies results in an improvement in the learning of tones (for 8.4 %), accent duration (for 15.6 %) and post-tonic length (for 26.6 %). The results confirm the claim in recent research about the difficult and incomplete learnability of the standard prosodic system for the students who live in Zagreb, but show that prosodic competencies of the pronunciation of standard accents can improve with methodically well-formulated and continuous accent teaching
The success rate in teaching standard Croatian accentuation by primary school students
No full textSvrha je ovoga istraživanja ustanoviti koliko osnovnoškolske nastavne aktivnosti koje se tiču podučavanja naglasaka dovode do poboljšanja učeničkih kompetencija na tome području. Naglasna je norma jedna od najteže naučivih slojeva hrvatskoga standardnog jezika. Glavni je razlog činjenica što su hrvatski govori naglasno raslojeni; postoje govori s visinskim sustavom, čiji se prozodijski repertoar sastoji od četiriju naglasaka (dugosilazni, dugouzlazni, kratkouzlazni i kratkosilazni) i zanaglasne dužine (standardni jezik ima upravo takav sustav), i govori u kojima postoji samo dinamički naglasak u kojima se i mjesto naglaska često razlikuje od standardnog (primjerice govor grada Zagreba). U radu se prikazuje pristup naglasnom sustavu tijekom povijesti hrvatskoga školstva, analiziraju se nastavni programi, nastavni planovi i programi te kurikul(um)i od 1874. do 2018./2019. te metodički postupci podučavanja hrvatskih naglasaka u udžbenicima i radnim bilježnicama. Eksperimentalni dio rada istražuje u kojoj mjeri podučavanje zagrebačkih osnovnoškolskih učenika 7. i 8. razreda u standardnim naglascima riječi utječe na stjecanja kompetencija izgovora mjesta i vrste naglasaka koji pripadaju standardnome visinskome naglasnome sustavu. U prvom eksperimentu koji je proveden 2013./2014. sudjelovalo je 82 učenika (53 učenika u eksperimentalnoj skupini i 29 učenika u kontrolnoj skupini s kojom se nisu provodile naglasne vježbe), a u drugom eksperimentu koji je proveden 2016./2018. sudjelovalo je 34 učenika. U obama eksperimentima snimane su naglasne kompetencije izgovora prije i poslije provođenja vježbi koje su bile integrirane u nastavu Hrvatskoga jezika. Zvučni materijal analiziran je slušno i dijelom akustički, a podatci su statistički obrađeni. Rezultati prvoga istraživanja pokazuju da je eksperimentalna skupina (N = 53) poboljšala točnost izgovora mjesta naglaska za 22,7 %, a kontrolna je skupina (N = 29) smanjila točnost za 3,2 %. Rezultati drugoga istraživanja pokazuju da kontinuirani rad na naglasnim kompetencijama donosi napredak u učenju tona (za 8,4 %), trajanju naglaska (za 15,6 %) i u učenju zanaglasne dužine (za 26,6 %). Rezultati potvrđuju dosadašnja istraživanja o teškoj i nepotpunoj naučivosti standardnoga naglasnog sustava za učenike koji žive u Zagrebu, no pokazuju i to da se naglasne kompetencije izgovora standardnih naglasaka uz metodički dobro osmišljeno i kontinuirano podučavanje naglasaka mogu poboljšati.The purpose of this research is to determine to what extent the elementary school activities that are related to the teaching of accents lead to an improvement of students’ competencies in that area. The prosodic norm is one of the aspects of the Standard Croatian language that is the most difficult to learn. The main reason for this is that the Croatian dialects are highly variable in regard to accent; there are dialects that are tonal, with a prosodic repertoire that consists of four accents (long-falling, long-rising, short-falling, short-rising) and a post-tonic length (this is also the prosodic repertoire of the standard variety of Croatian), and there are dialects that do not have tones, but rather only a stress accent, and in which the accented syllable in words is often different from the accented syllable in Standard Croatian (for example, the dialect spoken in Zagreb). As for the distribution of the accents in the Croatian language, Škarić states that the dictionaries of the Croatian language contain 48.6 % of words with short-rising accent, 25.5 % of words with long-rising accent, 21.4 % of words with short-falling accent, and 4.5 % of words with longfalling accent. The Croatian language is a common name for all Southwestern-Slavic dialects and standard varieties of these dialects, which Croatians have used in the past or use today. The Croatian language is realized in Croatian dialects, the standard variety of Croatian, as well as substandard idioms (Bičanić et al., 2013). At the time of the arrival of Croats to the area on which they still live today (6th to 7th century), the language in use was Old Croatian. During the next few centuries it had evolved fairly quickly to the point when, in the Middle Ages, there were three dialects spoken on the Croatian territory: Čakavian, Štokavian and Kajkavian. Although the Croatian literary tradition sprung to life on the Čakavian dialect in the works of Marko Marulić, and then it continued to evolve in the works on the Kajkavian dialect, Štokavian was selected as the base for the standard variety of the Croatian language at the time Croatian became the official language of Croatia, on 23 October 1847. The Croatian accentuation has also had a long historic development. In the NewŠtokavian languages up to do 15th century the accents were only stress accents, long and short (Škarić, 1991: 324). In the 15th and 16th century a part of the Štokavian dialects underwent the socalled New-Štokavian innovations, which had a significant impact on the physiognomy of the contemporary standard language (Bičanić et al. 2013). From the 15 th century the strength of the accents began to transfer one syllable forward, lowering that syllable, while the old syllable with the accent retained the high tone. Such transfer of the accent is called “weakened” transfer, to differentiate it from the “non-weakened” transfer in which the accent is transferred forward to the initial syllable of the word both in strength and tone. The transfer of the accent from one syllable to the other is called metataxis, and the change in the tone of the syllable with the accent is called metatony. Therefore the weakened transfer of the accent is both metatonic and metataxic, while the non-weakened is only metataxic. In the grammatical manuals there were three accents up to the Šime Starčević’s Grammatic, in which the author was the first to note four accents which have remained up to this day when the prosodic norm has been established and prescribed in the most recent Croatian normative works. In the process of teaching a language, and also teaching the prosodic system, the educational system of a country plays an important role. Therefore this research explores the history of the Croatian school system. Until the second half of the 18th century both in European and in territorially divided Croatian land, there had been no school system as a training and educational subsystem of society, so the Catholic Church played an important role by founding and maintaining schools on all levels (Švoger and Župan, 2021: 10). The school system in Croatia was organized by numerous religious and monastic orders, such as Benedictines, Dominicans, Franciscans, Jesuits, Paulines, Sisters of Mercy, Poor Clares and Ursulines. The Jesuits described their school system in the curriculum Ratio studiorum in 1586, and in the first decades of the 17th century they opened high schools in numerous Croatian cities, thus enabling mass education for young men of all classes and improving the position of the citizen class. The education system on the state level was more seriously ordered during the reign of Maria Theresia (1740–1780) by the decree on the General School Order in 1774. This decree was soon replaced by the new Hungarian curriculum, namely Ratio educationis of 1777. After a few failed attempts, the first law regarding the school system was made in 1874 at the Croatian Parliament, known as the Act of 14 October 1874, during Mažuranić’s school reform, which served as the means by which Croatia independently and autonomously decided on the arrangement of its school system, introducing mandatory four-year elementary school. A new, unique school act was created in the form of the School Act of 1888. New school acts were introduced in 1919 and 1929, and, in parallel, new curricula were introduced in 1926, 1933, 1941 and 1944. After World War II, mandatory seven-year education was introduced, followed by new school acts in 1951 and 1959. After the democratic changes in 1990, new textbooks and manuals were issued and printed. New curricula were published in 1991, 1999 and 2006. The curriculum of 2006 was based on the Croatian National Educational Standard (Hrvatski nacionalni obrazovni standard, HNOS). The new National Curriculum for Elementary School Education came into effect in 2018, followed by curricula for different school subjects, among which there was the Curriculum for the School Subject Croatian Language for Elementary and Secondary Schools in 2019. This research analyzes the approach to the prosodic system during the history of the Croatian school system and the curricula from 1874 to 2018/2019. The older the curricula were, the more attention was given to the teaching of prosody in the first years of elementary school, while in more senior years prosody was considered learned. The most distinctive of all curricula when it comes to prosody was the Plan and Program of Elementary School Education of 1983, in which teaching prosody was presented as a branch of its own, teaching students the elements of accents gradually from the 5th to the 8th grade. In the same work, teachers and public speakers were presented as good role models of correct speech, and their role in helping students master the standard four-accent system, a system which was new and difficult to learn for non-Štokavian (and some Štokavian) speakers, was considered a vital prerequisite for teaching prosody. In 2019 the Curriculum for the School Subject Croatian Language for Elementary and Secondary Schools was published, according to which prosody lessons were taught in the 7th grade, and students were expected to pronounce the words correctly in accordance with the prosodic system of the Standard Croatian language and to interconnect words into larger units and sentences using the correct accent and intonation on the sentence level. This research describes the methodology of teaching Croatian accents in textbooks and workbooks. Methodology of teaching is a scientific discipline which studies systems, strategies, procedures and other means and conditions of teaching and learning by which students come to new educational cognitions, i.e. cognitions which students achieve during the educational process. These cognitions are made by teaching and learning well-known and valid scientific and empirical truths and content which are included in the curriculum of the school subjects to which the methodology of teaching refers (Bežen, 2008: 177). Parallel to the development of educational activities was the development of pedagogy, which eventually became the theory of education, thus separating itself from these activities. The practical function of pedagogy in the training of teachers was taken over first by didactics. However, with the emergence of school subjects and teachers specialized and educated to give classes of certain subjects, didactics became the general theory of teaching, while the theory and practice of the educational process, i.e. the way certain subjects are taught, was assigned to the respective methodologies of these subjects (Bežen, 2008: 346). This research especially studies the methods of teaching accents which should contribute to not partial, but complete adoption of the standard four-accent system of the Croatian language. By providing an insight into the set of textbooks of the Croatian language for elementary school from 2006 to the Curriculum of 2019, the methodological material of prosody lessons is analyzed to demonstrate the depth and complexity of teaching accents to students to help them improve their prosodic competencies. Different textbooks offer the same structure of prosody lessons. The lessons contain the phase of preparation (the educational situations are presented as the following: exploring the motivation of students; refreshing their pre-existent knowledge of the terms sound, letter, syllable, word, vowels, consonants; announcing future educational tasks; and preparing the example text), followed by working on the example text, acknowledging new language facts, detecting the characteristics of these new language facts, generalizing the cognitions on the new language facts, exercises (to make use of the new knowledge), repeating the newly learned content (synthesis of knowledge), and assigning homework. Based on the analysis of the material in workbooks, it can be concluded that the workbooks contain examples of tasks formed in such a way for the students to be able to gradually adopt and achieve their educational goals and outcomes in the field of prosody. The tasks also show a diverse approach to the ways in which students acquire prosodic competencies. Some tasks lack precise instructions for the students to independently solve tasks and put the acquired competencies to good use, while in other tasks the students are expected to perform several linguistic actions related to prosodic competencies in a single task. In many tasks the students are asked to mark the accent on a word or speak a word without having heard the correct pronunciation of the word. None of the workbooks contain tasks which are ordered systematically so that the students can achieve one educational outcome by solving a series of tasks which refer to all of the levels of learning according to Bloom’s taxonomy. Only one workbook contains tasks divided into groups I, II and III, which means that the competencies in these groups are gradually learned in accordance with Bloom’s taxonomy. On the other hand, in one workbook the tasks are grouped under the titles I RECOGNIZE (theoretical level) and I APPLY (examples in which students perform a single activity). Except for the methodologies of languages as classified and described in detail by Težak (1996), the author of this research used other methods which she considers to be more effective in acquiring prosodic competencies. These are the following methods: deduction, impersonating a speech role model, reciting in a choir, pronouncing pseudowords, clapping/jumping in place and correction of wrongly pronounced accents. All exercises which the author performs in her classes with students are described in more detail in the appendices to the research. The experimental part of the research investigates to what extent teaching students in elementary schools in Zagreb, 7th and 8th grade, the standard prosodic system affects their acquiring of competencies to correctly pronounce the accents according to the correct accented syllable and variety as prescribed by the rules of standard tonal prosodic system. The subjects from the Zagreb area find it difficult to learn the four-accent prosodic system because there is no rising accent in their organic idiom. Magner (1966) states that for the typical Kajkavian dialect of the center of Zagreb the essential prosodic phonological characteristic is that there are no oppositions in tone and quantity of accents. The expiratory accent is applied to any syllable of the word, and the place of the accent in numerous words does not change in comparison to its place in the base word form. Kapović describes the contemporary urban prosodic system of Zagreb as having one dominant accent, dynamic, marked by force of speech only, no tonal contrasts; phonetically it is half-long, often without distinctive length, and the place of the accent is mostly uniform. It also rarely uses the opposition by length, which is then used to differentiate among words. In the first experiment of this research, conducted in 2013/2014, there were 82 students as participants of the research (53 students in the experimental group and 29 students in the control group which did not participate in prosodic exercises). On the other hand, in the second experiment, conducted in 2016/2018, 34 students participated in the research. In both experiments the prosodic competencies of the students were recorded before and after conducting the accent exercises, which were integrated into the classes of the Croatian language. The acoustic material was analyzed by ear and partially by an acoustic analysis software, and the data was analyzed statistically. The results of the first phase of the research show that the experimental group (N = 53) improved the accuracy of the pronunciation of the accented syllable by 22.7 %, while the control group’s accuracy decreased by 3.2 %. The results of the second phase of the research show that continuously working on prosodic competencies results in an improvement in the learning of tones (for 8.4 %), accent duration (for 15.6 %) and post-tonic length (for 26.6 %). The results confirm the claim in recent research about the difficult and incomplete learnability of the standard prosodic system for the students who live in Zagreb, but show that prosodic competencies of the pronunciation of standard accents can improve with methodically well-formulated and continuous accent teaching
