АНАЛИЗА ГРЕШАКА УЧЕНИКА ИЗ ЛИБИЈЕ У НАСТАВИ СРПСКОГ КАО СТРАНОГ ЈЕЗИКА НА НАРОДНОМ УНИВЕРЗИТЕТУ У КРУШЕВЦУ

Abstract

The subject of this paper is the analysis of errors made in tests from Libya during the intermediate course of Serbian (realized in 1981 at the People’s University in Kruševac). This paper aims to identify and classify the most common mistakes of Arabic speakers when learning Serbian. The research material consisted of twenty-eight tests, which the students solved after the first ten lessons. We used a descriptive method, the method of theoretical analysis with the technique of analysis of archival content and the contrastive method analysis. Statistical analysis of students’ answers showed that out of a total of 420, as many as 338 answers (80.48%) were partially correct, 27 answers (6.43%) correct, 4 answers (0.95%) incorrect, while students did not give 51 answers (12.14%). The students made the most mistakes at the morphological level (197), then at the orthographic level (110) and, of course, at the syntactic level (35). Errors occurred for at least four reasons: 1) insufficient mastery of the grammatical system of Serbian literary language (given the fact that they conducted the test after only ten lessons), 2) the impact of the process of non-differentiation, i.e. indistinguishability of grammatical categories due to their non-existence in native Arabic, 3) the influence of super differentiation, i.e. the introduction of features from the Arabic language (which are not characteristic of Serbian) and 5) the appearance of hypercorrection.