TEACHING VERBAL ASPECT IN SERBIAN AND CROATIAN AS L2: REFLECTIONS AND PROPOSALS
DOI:
https://doi.org/10.21618/fil2429088rKeywords:
verbal aspect, teaching, L2 Serbian and Croatian, L1 Italian, contrastive approach, linguistic theoryAbstract
In this paper, I reflect on how to teach Serbian and Croatian verbal aspect to L1 Italian students by drawing from formal and cognitive linguistic theory. I outline a teaching proposal centered around contrastive analysis and metalinguistic reflection and propose a series of teaching activities. I also provide suggestions on how, when, and in which order various aspects of aspectual knowledge (semantic, pragmatic, morphological, lexical, metalinguistic) should be tackled in classroom. The paper includes several exercises that have already been tested in the classroom and is intended as a resource for teachers of L2 Serbian and Croatian.
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