Abstract
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.
Highlights
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
Most students successfully complete this kind of tasks, a number of students has difficulties and makes mistakes in determination of parts of speech, unchangeable ones
Упоређивањем одговора дошло се до следећих резултата: 1) већина студената и ученика је правилно одређивала врсту непроменљиве речи (у просеку 65% од укупног броја); 2) највише проблема студенти и ученици имали су при идентификацији прилога (36%), а затим предлога (35%), везника (35%), речца (31%) и, на крају, узвика (7%)
Summary
Иако већина успешно решава овакве задатке, један број ученика, али и студената, има потешкоћа са њима и прави грешке у одређивању врста речи, посебно непроменљивих. Циљ рада био је да се, како учитељима, тако и професорима српског језика, укаже на најчешће грешке до којих долази при одређивању непроменљивих врста речи, а посебно прилога. Граматике дефинишу сваку од њих наводећи обележја према којима се оне међусобно разликују, тако да би распознавање врста речи требало да буде једноставно ако се ослањамо на знање стечено током школовања, али и на своје језичко осећање. Основни циљ рада био је да се те грешке прикажу, али и да се провери да ли постоје одређени разлози због којих до њих долази и да се укаже начин на који се оне могу избећи
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