LEXICAL COMPETENCE IN LEARNING SLOVENIAN AS A NON-FIRST LANGUAGE: A CASE STUDY

Аннотация

This paper analyzes the lexical competence of Bosnian, Montenegrin, and Serbian immigrants in learning Slovene as a non-first language. The theoretical section outlines how, with increasing language proficiency, both the range of vocabulary and control over it expand, and examines the role of language transfer (especially negative transfer) among related languages. Based on error typologies, the analytical section focuses on the analysis of (1) the use of content words (nouns, verbs, adjectives, pronouns, and adverbs) and (2) the use of function words (particles, interjections, prepositions, and conjunctions) in the written production of the target group at two levels – basic (A2/B1) and higher (B2). The analysis is grounded in the hypothesis that incorrect usage arises due to (1) intralingual errors (incomplete learning and acquisition of rules and their overgeneralization), (2) language transfer from the first language, and (3) the use of elements from colloquial spoken language that deviate from the standard norm. The empirical part of the study is based on the analysis of fifty written texts at the basic (A2/B1) and fifty at the higher (B2) level, produced by learners of Slovene attending group or individual courses, living in Maribor, and being either employed or unemployed. The analysis showed that at the basic level, frequent and recurring errors prevail, resulting from limited vocabulary and a strong influence of the first language, whereas at the higher level, errors are less systematic but more diverse and related to more demanding communicative tasks and a broader vocabulary. Among the most important factors influencing the occurrence of errors are language transfer from the first language – especially due to the relatedness of the languages – and intralingual errors associated with incomplete acquisition of rules, overgeneralization, and the influence of colloquial usage. Particularly pronounced are difficulties in distinguishing between formally similar but semantically different words, in the use of prefixes, conjunctions, and prepositions, and in selecting appropriate words or phrases according to context. The results confirm that relatedness between languages, on the one hand, facilitates learning (positive transfer), while on the other hand it increases the risk of errors (negative transfer), especially at the initial stages. At the same time, the influence of the environment is also evident, as learners adopt elements of colloquial language, which can be understood as a sign of successful integration into the language community, even though it does not always conform to the standard norm.