Descriptive secondary predicate in the Serbian language teaching

Abstract

The purpose of this paper is to point out the problematic status of the descriptive secondary predicate and the consequences in the Serbian language teaching that result from it. Students have difficulty in distinguishing between two semantically and structurally close constituents - the descriptive secondary predicate and the predicate adjective. After a thorough analysis of Serbo-Croatistic literature, a conclusion can be drawn that there are two reasons behind this: insufficient and inadequate coverage of the descriptive secondary predicate in textbooks and problematic examples and definitions. Since the problem is approached from a methodical point of view, it does not deal with the theoretical definition of the descriptive secondary predicate, but relies on existing literature. Certain similarities and differences in determining these constituents have been identified through comparison of definitions and examples, and proposals have been put forward how to teach the descriptive secondary predicate in the syntax course.