Cilj je ovoga rada na korpusu aktualnih udžbenika hrvatskoga jezika za osnovnu i srednju školu, odabranih prema Konačnom rezultatu odabira udžbenika iz „Kataloga odobrenih udžbenika u školskoj godini 2020./2021. – osnovne škole“ i Konačnom rezultatu odabira udžbenika iz „Kataloga odobrenih udžbenika u školskoj godini 2020./2021. – srednje škole“, te četirima suvremenim školskim gramatikama hrvatskoga jezika autora Silića i Pranjkovića (2007), Težaka i Babića (2016), Ham (2017) te Hudeček i Mihaljević (2019), analizirati obradu vokativa i kategorije vokativnosti u okviru nastavnoga predmeta Hrvatski jezik s obzirom na vokativna fonetska, fonološka, morfološka, sintaktička, pravopisna i pragmatičko-semantička obilježja. Rezultati istraživanja upućuju na predstavljanje vokativa kao padeža u kontekstu formalno-gramatičkoga pristupa s isticanjem njegovih oblikotvornih obilježja i sintaktičke autonomije, a komunikacijske vokativne funkcije u okviru funkcionalne jezikoslovne paradigme gotovo su posve zanemarene.

The COVID-19 virus pandemic affected all spheres of human life, including the language in which new words, phrases and idioms appeared in response to the emerging situation. These new terms as a linguistic reflection of a pandemic are quickly becoming part of our daily vocabulary. Therefore, it is important to investigate which new words and expressions entered the active lexis of the Croatian language. Given that the media played a key role in informing the population about everyday events related to the pandemic, lexical innovations as a reflection of the corona virus on Croatian websites are analysed in this paper. The main source are website articles. This research analyses the words related to coronavirus pandemics from the word formation perspective. In other words, the aim is to determine the most frequent word formation patterns which are used while forming new words. The analysis focuses on word formation processes of neologisms related to the COVID-19 pandemic: prefixation, suffixation, compounding, blending, analogy formation, language borrowing and calques. The research results show that the most productive formation method is compounding with the component korona and the abbreviation COVID. Furthermore, analogy formation is frequently found, as well as numerous examples of language borrowing, especially in the form of literal calques. It is clear that the Croatian media discourse accepts and creates neologisms quickly, depending on communication needs, and thus impacts their application among the wider population and within public discourse in general. Although traditional formation methods such as affixation or compounding were confirmed, the research showed that the Croatian media discourse quickly accepts formation methods which are not typical for it. This reflects the speed of the impact which extralinguistic factors have in determining linguistic elements, resulting in the passivity of the Croatian linguistic system and its speakers when providing a suitable replacement.

Od uvođenja predmetnoga kurikula za Hrvatski jezik 2019. godine do danas izrađeni su novi udžbenici hrvatskoga jezika, a cilj ovoga rada bio je istražiti koliko su oni usklađeni u uporabi jezikoslovnoga nazivlja. Dosadašnja su istraživanja naime uputila na neujednačenost i nedosljednost uporabe jezikoslovnoga nazivlja u udžbenicima hrvatskoga jezika koja se, među ostalim, ogleda u brojnim sinonimnim parovima i nizovima, što stvara poteškoće u školskoj praksi. U prvoj fazi istraživanja, koja se prikazuje u ovom radu, analizirani su svi osnovnoškolski udžbenici od petoga do osmoga razreda, pri čem su razmatrani nazivi na fonološkoj, morfološkoj, sintaktičkoj, leksikološkoj i pravopisnoj razini. Rezultati analize udžbenika uspoređeni su s nazivljem u suvremenim školskim gramatikama i hrvatskim pravopisima te s Nastavnim planom i programom za osnovnu školu iz 2006. i s predmetnim kurikulom za Hrvatski jezik – Kurikulum nastavnoga predmeta Hrvatski jezik za osnovne škole i gimnazije iz 2019. Iako na svim razmatranim razinama i u novim udžbenicima ima naziva koji se različito imenuju, ipak se može zaključiti da su suvremeni udžbenici glede uporabe jezikoslovnih naziva u većoj mjeri usklađeni od prijašnjih udžbenika.

This paper aims to analyze the interpretation of vocatives and cat[1]egory of vocativeness within the school subject Croatian language regarding phonetic, phonological morphological, syntactic, orthographic and pragmat[1]ic-semantic vocative features on the corpus of contemporary Croatian lan[1]guage textbooks for primary and secondary education selected according to the final result of the selection of textbooks from the “Catalog of approved textbooks for the 2020/2021 school year” for primary and secondary schools, and four contemporary school grammar books of the Croatian language by Silić & Pranjković (2007), Težak & Babić (2016), Ham (2017), and Hudeček & Mihaljević (2019). The study results show the presence of the vocative as a case with the emphasis on its morphological features and syntactic autonomy, and the communicative vocative functions have been almost completely neglected.

Since 2019, when the Croatian language subject curriculum was introduced, until today, new textbooks of Croatian have been written, and the aim of this paper is to investigate how consistent they are in the use of linguistic terminology. Previous research has pointed to the lack of uniformity and consistency in the use of linguistic terminology in Croatian language textbooks, which is reflected, among other things, in many pairs and sequences of synonyms, causing difficulties in school practice. In the first phase of the research, which is presented in this paper, all primary school textbooks for grades 5-8 were analyzed, focusing on the terms at the phonological, morphological, syntactic, lexicological, and orthographical levels. The results of the textbooks analysis were compared with the terminology in contemporary school grammar books and Croatian orthography and spelling books, with the 2006 Primary School Curriculum, and with the 2019 Croatian language subject curriculum entitled the Curriculum of the Subject Croatian Language for Primary Schools and Grammar Schools. Although certain different linguistic terms can be found in new textbooks at all mentioned levels, it can still be concluded that contemporary textbooks are more consistent than previous textbooks regarding the use of linguistic terms.