Procesi kategorizacija u razvoju učeničkog vokabulara
Processes of Categorization in the Development of Student Vocabulary

Summary/Abstract: This paper discusses the establishment of the process of categorization in vocabulary development among students and their influence on cognitive processes that represent the foundations for the development of abstract opinions. Vocabulary enrichment is one of the key predictors for the development of reading literacy and functional knowledge of students. Developing basic knowledge about the meanings of words is a prerequisite for competent command of the language in different contexts, for language creation, performance generalization, development of complex cognitive abilities of analysis, reasoning, critical thinking and language. Through a specific literary and artistic text and the words offered in it, we will examine the criteria for establishing categorizations among students of older primary school age. The analysis is carried out on the basis of a contextual assessment of vocabulary where students recognize the meaning of a word in context, distinguish unknown words and classify marked words into individual groups according to their own assessment. The aim of the study is to examine and determine the criteria students use to independently classify marked and highlighted words, and based on which concepts, how they name certain categories and how that affects the development of their vocabulary, and thus the development of the categorization process, generalization, analysis, synthesis, conclusions and, finally, critical and creative thinking. The activities of reflections on their own answers, mutual exchange of ideas and the encouragement of divergent opinions of students in solving tasks are the basis for the development of their own strategies for constructing meaning, which directs them towards cognition and consolidation of all kinds of knowledge within the dimension of cognitive areas. The results show that ninth grade students are much more precise and systematic in performing categorizations compared to eighth grade students, that they are more confident and able to present and explain certain semantic groups compared to younger students, and that certain types of texts included in the textbooks are not fully adequate for younger students. Thus, the study can assist L1 language teachers in creating tasks at the lexical-semantic level and their practical application through various lexical-semantic exercises, since they permanently contribute to the development of vocabulary, familiarization with new concepts and broadening perspectives in understanding the world. Its value lies in connecting theoretical concepts of cognitive linguistics and psycholinguistics and teaching practice in the function of enriching students’ vocabulary, improving functional knowledge, developing abstract and critical thinking, and improving the quality of L1 teaching, theoretical and methodological guidelines for its implementation.

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