The paper examines the place of the Dictionary of the Serbian Language (Matica srpska, 2007/2011/2018) among the normative manuals that support Serbian literary and linguistic norm. In addition to ...orthography manuals (Pravopis srpskog jezika, Matica srpska, 2010) and grammar (Normativna gramatika, Piper et al.), it considers descriptive monolingual dictionaries of the literary/ standard language, such as the six-volume dictionary MS/MH (1967-1976), and the one-volume Dictionary of the Serbian Language (MS, 2007/2011/2018). For the purposes of the paper, several dictionary determinants/lemmas were selected in the dictionary article which include grammemes and grammatical characteristics that are part of the literary-linguistic norm, namely gender, number, morphological and morphonological forms, etc. The aim of the research was to determine which grammatical features are highlighted in the Dictionary of the Serbian Language and whether they are aligned with the grammar and orthography norms, and how these features can be pointed out in the teaching of the Serbian language at the school and university level.
The application of the literary text as a starting point in the integrative approach in teaching in the first cycle of primary education is considered in this paper. A survey was conducted on a ...sample of 225 primary school teachers in order to determine the following: (1) whether they use a literary text as a starting point in the integrative approach in teaching; (2) how they evaluate their methodological competence during institutionalized training for the application of the literary text as a starting point in the integrative approach; (3) did they undertake further professional trainings in terms of methodology in this area and, if so, in what ways did they do it; (4) how they assess their methodological competence for the application of the literary text in this function. The obtained results show that 38.2% of the primary school teachers regularly and 57.3% occasionally use a literary text as a starting point for the integrative approach and that they consider the preparation that requires greater engagement (68.0%) as the greatest difficulty in applying this approach. They also believe that during their university training they were partially qualified (50.2%) to apply the literary text as a starting point in the integrative approach, but that they had the opportunity (92.4%) to expand their methodological knowledge on this topic, most often through seminars (56.44%), and they estimate, in the largest percentage (53.8%), that they are competent enough to implement such an approach in practice. In the conclusions, the need for further research in this area is stressed and it is implied that methodological courses at teacher education and pedagogical faculties should be enriched with the content on integration.
This paper is a part of a larger study of regional variation of the lexicon within the Serbian standard language. About 100 questionnaires were collected for this research from educated speakers of ...the Serbian language from different cities. The questionnaire contains questions which uncover the use of doublets characteristic of the western and eastern parts of the Serbian linguistic territory, such as željezo and gvožđe, mahune and boranija, kino and bioskop. The paper proposes the analysis of around 60 questionnaires from the Republic of Srpska, namely from Banja Luka (47), Trebinje (7), as well as from Prijedor, Bjelina and East Sarajevo. First, the paper presents a list of investigated regional doublets (200 lexemes), and gives their typological division (phonetic or morphological variants, lexical doublets).
Further, a linguageographic analysis of the first questionnaire is proposed and previously analysed in the other paper, and conclusions about the regional characteristics of the lexicon contained in that questionnaire are presented. For example, it is noted that in Prijedor, unlike Trebinje, words as domaća zadaća, duda, hladetina, hlače, ispričnica, kuhar, kuhati, marelice, neodgojen, propuh, ručnik, tekućina, tržnica, tuka, umjetno gnojivo etc., are used.
The main content of the paper deals with the analysis of the second questionnaire. For each lexical pair presented in the questionnaire, the statistics of the use of each word in Banja-Luka and Trebinje are given, and based on this, the lexicon characteristic of one and the other city is distinguished (e.g. dan i noć, trougao in Trebinje and maćuhice, trokut in Banja Luka), as well as a group of doublet pairs whose members are used equally often in the west and in the east of the Republic of Srpska (oprosti – izvini). Words which practically do not vary are also described. Sometimes the same word is used in Banja Luka and Trebinje, and sometimes it is the same as in Serbia (putarina), or it may be different (narandža instead of pomorandža).
The main conclusion of the research is that the lexicon of the western and eastern type on the territory of the Republic of Srpska is distributed in the form of waves. This means that the use of lexical doublets in Trebinje is more similar to their use in Serbia, while for Banja Luka and Prijedor a higher concentration of western words than in Trebinje is typical.
Further research will be focused on the description of the use of these lexemes in other cities of the Republic of Srpska, as well as their variation on the territory of Serbia.
The focus of the research was on the prose of Antonije Isaković in the context of teaching literature and language. Since the sixties of the 20th century, the stories from Isaković's first prose book ...Velika deca (1953) have been covered in classes, while Isaković's prose is not represented in current plans and programs. In elementary schools, the stories "Kašika" and "Crveni šal" were interpreted, while in secondary schools and gymnasiums was covered the prose collection Velika deca or a selection from it. The paper examined the status of Isaković's prose in the teaching context, based primarily on reading books from that period. Moreover, the research was an occasion for the analysis of the didactic-methodical apparatus of reading books, which are elementary textbooks for the teaching of literature.
Three official languages have emerged in the Balkan region that was formerly Yugoslavia: Croatian in Croatia, Serbian in Serbia, and both of these languages plus Bosnian in Bosnia-Herzegovina. ...Bosnian, Croatian, Serbian, a Textbook introduces the student to all three. Dialogues and exercises are presented in each language, shown side by side for easy comparison; in addition, Serbian is rendered in both its Latin and its Cyrillic spellings. Teachers may choose a single language to use in the classroom, or they may familiarize students with all three. This popular textbook is now revised and updated with current maps, discussion of a Montenegrin language, advice for self-study learners, an expanded glossary, and an appendix of verb types. It also features: •    All dialogues, exercises, and homework assignments available in Bosnian, Croatian, and Serbian •    Classroom exercises designed for both small-group and full-class work, allowing for maximum oral participation •    Reading selections written by Bosnian, Croatian, and Serbian authors especially for this book •    Vocabulary lists for each individual section and full glossaries at the end of the book •    A short animated film, on an accompanying DVD, for use with chapter 15 •    Brief grammar explanations after each dialogue, with a cross-reference to more detailed grammar chapters in the companion book, Bosnian, Croatian, Serbian, a Grammar.
Creative, modern teaching of Serbian language actualizes the issue of the place of local speech of students in grammar teaching. When adopting a language standard, it is necessary to start from the ...local speech of the students and compare these two language idioms. Accordingly, the subject of this paper is the local speech of elementary school students from Vranje in teaching Serbian grammar. The aim of this paper is to determine the degree of presence of certain linguistic traits in dialect form in the speech of students and their representation in the Serbian language curricula (grammar teaching) for elementary school. For the purpose of this paper we determined the frequency of using dialect forms of certain linguistic traits by calculating the frequency index, in accordance with the methodology of sociolinguistic studies, and then we analyzed the Serbian language curricula. The obtained results show which linguistic traits do not cause major problems in adoption, which has to be taken into account in Serbian language teaching process. According to the obtained results, possible directions of curriculum innovation are indicated in line with the speaking habits of students from Vranje. The analytical framework proposed in this paper offers a model of students’ local speech research, which could be applied in some further extensive research of student speech in the wider area of Prizren-Timok speech area. The research following this model could contribute to the innovation of the Serbian language curricula in elementary school and their adaptation to the Prizren-Timok speaking area.
The word mazija ?steel; forging ingot; a kind of ordeal which required
plucking red-hot iron from a cauldron of boiling water? is common in the
western part of the Shtokavian dialect continuum. Its ...area includes the
Zeta-Raska, the Eastern Herzegovinian and the Younger Ikavian dialect, the
first of the Old Shtokavian and the other two of the Neo-Shtokavian type.
There are no attestations of this word earlier than the first half of the
18th century. So far, it has been mainly believed to share a common origin
with the homonymous mazija ?oak gall? from Turkish maz? id. This stance is
hardly acceptable in view of the fact that not only the meanings of the two
words but also their geographical distributions strongly diverge, mazija in
the oak gall sense being limited to the Kosovo-Resava and Timok-Prizren
dialect areas of southern Serbia. The comparison with French maz?e ?refined
iron?, is even more doubtful, because this term has been attested only since
1824 and with no known etymology, The true origin of m?zija < maz?ja
(gvozdja) should be sought in the late Greek (5th century AD) ???(?)? ???
??? ?iron mass shaped by a blacksmith?; the plural form ??? ???
occurs in a Greek charter issued in 1347 by the Serbian tsar Dusan to the
Great Lavra on Mt Athos. Curiously enough, in two Serbian founding charters
of the same epoch there is a parallel passage where among other yearly
incomes granted to the monastery iron ingots are mentioned, designated here
by the gen. pl. nad'('), with complements gvozd(i)ja ?of iron? and m?r?nyh'
?of a standard weight?. The term is Slavic nada or nado, derivative from
This paper is based on a content analysis of the curriculum for the subject Serbian Language for grades 1-4 of primary school, the purpose of which was to determine to what extent the elements of the ...curriculum regulating the teaching and learning of figures of speech in the first four grades of primary school are in accordance with contemporary insights into the learning abilities of children of this age, and into the importance of figures of speech for learning. An analysis of the content of the reformed curriculum has shown that the enabling of students to understand the role that figures of speech play in a literary work begins in the third grade of primary school, and that instruction only focuses on two figures, namely, simile and personification. The levels of knowledge specified in the syllabus outcomes include knowledge of the instruction content pertaining to these figures, understanding of this content and its application in the course of analyzing a literary work. Learning about figures of speech is gradual, but there is some inconsistency in terms of the relationship of outcomes-content-instructions from grade to grade. It is not enough for instruction about figures of speech to be limited to only two figures, since understanding of the role of figures of speech is an important segment in the interpretation of literary works and helps improve students' language skills. In addition, work on figures of speech can represent the starting point for internal integration linking literature and stylistics instruction to language, i.e. grammar instruction. It is therefore suggested that enabling students to identify figures of speech in a literary work and to understand their role should start in the second grade of primary school, and that the number of figures of speech that students learn about in the first four grades should be increased.
The aim of this paper is to present students' attitudes towards standard Serbian language and to find out if results verify the existence of standard language ideologies. In this study there were 240 ...participants (120 of which were students of University of Belgrade and 120 were students of University of Priština with temporary Head office in Kosovska Mitrovica). Half of that number was students of Serbian language and the other half were students with no linguistic background. The hypothesis we wanted to prove was that students of Serbian language have a more specific perception of standard Serbian language compared to their colleagues that have no formal linguistic education. Students filled in the questionnaire with attitudes they evaluated on a Likert-type scale, and the results were processed statistically. Results prove that students of Serbian language more often categorically agree or disagree with certain claims, that they are more prone to code switching and relating standard language to its traditional areas of use, that they have ideological attitudes towards standard language qualities and negative attitude towards "non-canonical" linguistic forms, all as a result of higher influence of standard language ideology upon them.
Colloquial Serbian Hawkesworth, Celia; Ćalić, Jelena
2006, 20150814, 2005, 2015-08-14, 2014-10-14
eBook
Colloquial Serbian: The Complete Course for Beginners has been carefully developed by an experienced teacher to provide a step-by-step course to Serbian as it is written and spoken today.
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Key features include:
A clear, user-friendly format designed to help learners progressively build up their speaking, listening, reading and writing skills
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Helpful cultural points about life in Serbia
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Balanced, comprehensive and rewarding, Colloquial Serbian is an indispensable resource both for independent learners and students taking courses in Serbian.
Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.
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