Search

Taking into consideration the fact the method of error analysis gives significant data about the ways in which students adopt the given foreign language and which structures provoke difficulties during this process, in this paper, we want to study in which units should mostly be focused at, for the level B1 in Spanish. The paper shows results of the research which included thirty students of the second year of Spanish Language and Hispanic Literature at the Faculty of Philology in Belgrade. Errors were analysed at the corpus of thirty written papers. Special attention was directed to analysis of the grammar errors at the Morphology plan and written production, which is made by students of Spanish, whose mother tongue is Serbian. Results of the research have shown that some units neither although having been done at previous levels, were nor adopted and are not applied thoroughly, and this points at the fact that they require additional methodological attention, so that the given mistakes appear sometimes and at higher levels. Considering this, there are suggestions for treating grammatical errors in written papers of the students, which are stated in the end of the paper.

The orthographic norm specifies that Roman numerals (numbers) are used to denote ordinal numbers and represent a semantic equivalent to Arabic numerals with a full-stop, or ordinal numbers, as a numerical type, and therefore, with Roman numerals, the full-stop is not written (for example, XLVI FEST = 46 FEST). Bearing this in mind, the authors highlighted the importance of Roman numerals in the system of numerical types in the relevant orthography and grammar handbooks (from Belic's and Matica's orthography handbooks to Normative Grammar) and offered solutions that would regulate their normative status and place in the orthography and grammar of the Serbian Language. The paper analyzes the results obtained from the candidates at the entrance exam at the Teacher Education Faculty in Belgrade in 2017 on the tasks related to the knowledge of Roman numerals. The sample consisted of 405 candidates from both departments. The results of the research show that the knowledge that students acquire in the instruction of orthography is insufficient to clearly distinguish the functional marking of Roman numerals (on one hand, as linguistic, and on the other, as mathematical symbols). The results indicate the need for a systematic processing of Roman numerals within ordinal numbers (as one of the alternative solutions for their expression, in addition to the numerical word and Arabic numerals with a full-stop).

The inextricable connection between language and culture which linguists have been aware of for a number of years, represents the subject of interest of numerous researchers who are concerned with various aspects of this connection, including the presence of culture in the grammar we use and metaphors we live by, cultural elements which need to be incorporated in teaching a foreign language, and classroom activities aimed at culturally oriented foreign language teaching and raising students' cultural awareness. This paper represents a critical review of ways of incorporating cultural content in foreign language teaching proposed in the literature concerned with the connection between language and culture. The focus is on a new approach to foreign language teaching - intercultural approach, which enables students not only to learn facts about the target culture, but to acquire knowledge and skills known as Byram's savoirs, as well, encouraging them to nourish values such as broad-minded­ness, curiosity, tolerance for diversity and appreciating themselves and the others at the same time.

For the purpose of successful adoption of Serbian Language Grammar, students, at a very early age, i.e. during the first and at the beginning of the second cycle of primary school education, adopt knowledge on the parts of speech. This kind of knowledge is checked through different forms of testing, through which students are expected to successfully recognize and make differences among parts of speech. Although most students successfully complete this kind of tasks, a number of students has difficulties and makes mistakes in determination of parts of speech, particularly unchangeable ones The aim of the paper was to show both primary school teachers and Serbian language teachers what the most frequent errors are when determining unchangeable parts of speech, and particularly adverbs. For this purpose, we have conducted the research in which we used Teacher Education Faculty and High School students' tests. Although the results have shown that most of the interviewees identify adverbs easily, there are those who are not successful and this must not be neglected. The aim was to explain why these errors occurred and to offer solutions for avoiding this.

Numbers represent a heterogeneous category of words with characteristics of different classification as a consequence of non-existence of the determined criteria concerning the fact what numbers are really meant to be. The subject of this research is the way of procession and classification of numbers as a lexical category in Grammar course books for primary school. The sample of the research are grammar course books for the fourth grade, because at this age, we are explicitly introducing the term of number as lexical category, and therefore the basic classification of numbers is established and grammar course books for higher grades so that linear connection is tested. Results of the research show that: 1) there are different classifications of numbers in course books for the same grade; 2) in course books for the fourth grade, traditional classification is dominant (cardinal numbers, ordinal numbers and collective numbers), and in the course books for higher grades, there is new classification for two types of numbers (main numbers and ordinal numbers), and many sub-categories within one category (main numbers with basic and collective numerals, countable nouns ending in -ica and countable adjectives). Our opinion is that this inconsistency can lead to students' accepting traditional classification of numbers, which is being taught in the fourth grade. In the conclusion of the paper, there is concentric classification which appeared based on traditional classification on cardinal numbers, collective numerals and ordinal numbers, and which mean term standardization and gradual introduction of all number categories with the stress on their semantics.