MODELS OF EXERCISES BASED ON A CONTRASTIVE ANALYSIS OF ORTHOGRAPHY IN SERBIAN AND ENGLISH CLASSES IN ELEMENTARY AND SECONDARY SCHOOLS

Abstract

This paper presents models of exercises that can be used in teaching Serbian and English orthographies by applying contrastive analysis. It focuses on the principles of error analysis and contrastive analysis, as two complementary approaches, and how they can be used in designing tasks that link orthographic elements of the two languages. The primary objective of this study is to demonstrate methods for formulating tasks contrasting the orthographic elements of both languages. Additionally, this paper also aims to present models of exercises, to analyze the models from the aspect of teaching and learning effectiveness and cognitive load, and to suggest how to apply these models in teaching and learning orthographic rules of both languages. Finally, this study aims to investigate how contrastive analysis and error analysis can enhance the learning process and a deeper understanding of orthographic features. The theoretical background of this study provides the key orthographic features of both languages, with particular focus on differences in punctuation, capitalization, and abbreviations. It also focuses on contrastive analysis and error analysis, highlighting their importance in identifying cross-linguistic similarities and differences between Serbian and English. The increasing influence of English is evident in many aspects, including orthography. Due to a daily exposure to English through digital media, games, and other formal and informal sources, students create hybrid forms and mix the rules of both languages. This tendency highlights the need for instructional strategies addressing contemporary language use. Therefore, this paper proposes the integration of contrastive tasks that offer a practical response to these challenges without requiring formal changes to the curriculum. This study proposes various models of contrastive tasks, including translation-based exercises, comparison, and the identification of differences, error correction, puzzles, and riddles. These tasks are designed to support instructors with concrete examples that can engage students actively and motivate them to think critically and creatively. The tasks vary in terms of complexity and can be adapted to different age groups, students’ abilities, and learning needs. Namely, some are created just to draw students’ attention to an important aspect of language use – proper orthography – asking them to identify similarities and differences between the two languages. Others are more complex, aiming at enabling students to explain and critically evaluate these similarities and differences, thereby addressing higher cognitive levels complying with Bloom’s taxonomy – from understanding and applying the rules, to higher-order thinking skills such as analysis, synthesis, and creation. Tasks designed in the form of puzzles particularly support the development of students’ both critical and creative skills. This structural approach and a wide range of tasks allow for more effective learning outcomes and support the gradual improvement of students’ cognitive skills.The proposed tasks can be implemented in regular Serbian and English lessons, or they can be used within a framework of interdisciplinary activities involving collaboration between Serbian and English language teachers in primary and secondary school, thus contributing to a more integrated and collaborative teaching approach. Ultimately, this study demonstrates that the effective use of contrastive tasks can support both student learning and teacher professional development, thus contributing to a more lasting and functional orthographic knowledge of both languages.