(Ne)vidljive kolokacije u nastavi italijanskog jezika na primeru udžbenika za osnovnu školu u Srbiji: smernice za rečnike kolokacija za početne nivoe učenja
(IN)VISIBLE COLLOCATIONS IN TEACHING ITALIAN IN SERBIAN PRIMARY SCHOOL TEXTBOOKS: GUIDELINES FOR COLLOCATION DICTIONARIES FOR BEGINNERS’ LEVELS

Summary/Abstract: In scientific and professional literature, the acquisition of collocations is primarily associated with intermediate and advanced levels of language learning. However, foreign language teaching experts increasingly emphasise their importance even at the beginners’ levels (cf. the DICI-A Project by the University for Foreigners in Perugia). Regarding the use of collocations and idioms at the beginners’ levels (Basic users: A1 and A2), this paper analyses the foundational documents for foreign language instruction in Serbia: The Common European Framework of Reference for Languages (hereafter QCER because we cite the Italian Quadro comune europeo di riferimento); Pravilnik o standardima obrazovnih postignuća za kraj prvog ciklusa osnovnog obrazovanja i za kraj osnovnog obrazovanja [Bylaw on Standards of Educational Achievement for the End of the First Cycle of Primary Education and for the Completion of Primary Education] (hereafter: PSOO); Pravilnik o programu nastave i učenja za peti i šesti razred osnovnog obrazovanja i vaspitanja [Bylaw on the Teaching and Learning Programme for the Fifth and Sixth Grades of Primary Education] (hereafter: PPN5-6); Pravilnik o programu nastave i učenja za sedmi razred osnovnog obrazovanja i vaspitanja [Bylaw on the Teaching and Learning Programme for the Seventh Grade of Primary Education] (hereafter: PPN7); Pravilnik o programu nastave i učenja za osmi razred osnovnog obrazovanja i vaspitanja [Bylaw on the Teaching and Learning Programme for the Eighth Grade of Primary Education] (hereafter: PPN8). The aim of this paper is to highlight the presence of lexical combinations in a broader sense (primarily collocations understood as free word combinations) in foreign language teaching, using Italian as an example at the beginners’ levels, despite these concepts being predominantly associated with higher language levels in the aforementioned documents. Although these documents do not explicitly reference such lexical categories at the A1 and A2 levels, they are nonetheless present, as confirmed by the analysis of an accredited textbook set for Italian language teaching from the fifth to eighth grades. This analysis resulted in the corpus presented in Chapter 4 of this paper and is based on criteria developed for a bilingual online platform of Italian– Serbian collocations within the ColSI_ConStud project. This corpus of collocations may serve as a model for compiling bilingual (and multilingual) collocation dictionaries for future textbooks aimed at the beginners’ levels of foreign language learning. Such dictionaries, integrated into textbooks, would undoubtedly support learners in acquiring vocabulary from the very start of their language education. Additionally, in Chapter 4 of this paper there are specific subchapters consisting of collocations from the analysed textbooks that relate to the development of students’ metalinguistic competence, given its relevance for achieving higher levels of language proficiency. In line with the objectives of the ColSI_ConStud project within which this research was conducted – one of which is to examine how bilingual Italian–Serbian and Serbian–Italian dictionaries treat collocations understood as free word combinations – this paper adopts the broadest definition of collocations, i.e. as free combinations of words. In analysing the first document, the updated edition of the Common European Framework of Reference for Languages, it is noted that the authors, in addition to introducing descriptors not present in the previous edition, provided more detailed descriptions for levels A (basic users) and C (proficient users) (QCER 21). Instead of the term collocations, the document more frequently uses expressions such as idiomatic expressions (QCER 50, 79, 142, 149), primarily when describing competencies at higher language levels (C1 and C2), while the term collocations appears only rarely. For informal communication among friends, a B1-level speaker is expected to follow general-topic discourse provided that the interlocutors avoid idiomatic expressions (QCER 83). Similarly, competencies at this level for formal communication are defined by the learner’s ability to follow most of the discourse if it pertains to his area of interest (QCER 83). For oral interaction at level A1, it is emphasised that successful dialogue with a learner at this level requires slow speech and avoidance of idiomatic expressions (QCER 89). Furthermore, our analysis of an additional QCER document titled Collated Representative Samples of Descriptors of Language Competences Developed for Young Learners(hereafter CSDLCYL), which outlines expected competencies for learners aged 11 to 15, reveals similar findings. In this document, collocations are mentioned only in the descriptor for level B2 under lexical knowledge (as part of communicative competence), where it is stated that the learner is generally able to use appropriate collocations of many words consistently across different contexts (CSDLCYL, 147). However, we observe that other levels use terms that may refer to collocations. For instance, from the preparatory level for A1 to level A2+, the following terms are commonly used: formulaic expressions, everyday expressions, basic expressions, formulaic expressions and combinations of simple words, standard expressions, short expressions, common expressions, etc. (CSDLCYL, 25–79). To describe learner competencies at the B levels in more detail, the document employs terms that may correspond to our broader understanding of collocations, such as: basic expressions, combinations and expressions, colloquial and special expressions, difficult expressions, idiomatic expressions (CSDLCYL, 90–153), whereas at level C, the term idiomatic expressions is used exclusively (CSDLCYL, 153–169). The second relevant document for foreign language instruction, PSOO, encompasses all subjects at the primary school level. Student achievement standards for the end of primary education are defined across three levels: basic, intermediate and advanced. These three levels describe the expected outcomes upon completion of primary school in terms of general subject competence and specific subject competences. Specifically, the achievement standards consist of three main components: general subject competence (GSC), specific subject competences (SSC) and educational cycle outcomes (ECO). General subject competence outlines the primary purpose of learning the subject, while specific subject competences define the subject matter, methods and application of knowledge in more detail. Furthermore, specific subject competences are divided into three subcategories: SSC 1 refers to the subject knowledge that the student should acquire by the end of the educational cycle; SSC 2 pertains to modes of learning, i.e. how knowledge of a particular subject is acquired; and SSC 3 involves the application of knowledge and explains why such knowledge is necessary. In the descriptions of foreign language competencies, terms such as collocations or lexical combinations are not explicitly mentioned. However, the document does include the term expression in reference to language functions, which may imply collocations in the sense used by the ColSI_ConStud project. For example, SSC 1 expects students at the basic level to use elementary and most frequent words and expressions to convey basic communicative activities in school and extracurricular contexts (PSOO, 136). At the intermediate level, SSC 1 requires students to use a limited repertoire of fixed expressions and multi-word constructions to convey basic communicative activities in school and extracurricular contexts (PSOO, 141), while at the advanced level, SSC 3 expects students to understand the general meaning and frequent phrases, formulations and expressions in popular music texts (PSOO, 149). The third set of documents central to our analysis – PPN5-6, PPN7 and PPN8 – emphasises that the goal of foreign language instruction across all four grades is to equip students, through the acquisition of functional knowledge about the language system and culture and the development of foreign language learning strategies, for written and oral communication and to foster a positive attitude toward other languages and cultures, as well as their own language and cultural heritage (PPN5-6, 196). Accordingly, the main criteria for selecting language content (language activities in communicative situations, grammatical and intercultural content) include: learning outcomes (derived from the Standards in accordance with the three levels of competence development at the end of primary education), topics (domains) and communicative functions. Although the terms collocations and lexical combinations are not explicitly listed in the programme content, descriptions of various language functions reveal collocations in their broadest sense. For instance, to achieve the outcome (i.e. develop the language function) of describing living beings, objects, places and phenomena using simple linguistic means, students must use word combinations such as black hair, blue eyes, short skirt, nice weather, etc. These examples structurally qualify as collocations, i.e. free word combinations, leading to the conclusion that many learning outcomes and language functions “conceal” collocations consistent with the structures described in this paper. In addition to the aforementioned documents, our research focuses on the textbook series Amici 1, 2, 3 and 4 published by the Serbian publisher Zavod za udžbenike, intended for learning Italian as a second foreign language in primary school according to the following plan: • Amici 1 (Blatešić 2019) – fifth grade • Amici 2 (Blatešić & Stojković 2019) – sixth grade • Amici 3 (Blatešić & Stojković 2020) – seventh grade • Amici 4 (Stojković 2020) – eighth grade Our analysis of the textbooks Amici 1, 2, 3, and 4 reveals the presence of collocations throughout all sections of the textbooks, including: introductory parts, core texts of each lesson, diagrams and schematic representations, exercise instructions, glossaries and workbooks designed for independent student practice at home.

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