| Abstract: | Vid je univerzalna glagolska kategorija, ki jo lahko po Lindsay J. Whaley primerjamo z »mehanizmom, ki govorcu omogoča, da na različne načine konceptualizira časovno kakovost dogodka«. V slovenščina je vid izražen v glagolski morfologiji, medtem ko italijanščina te možnosti nima, temveč se opira na bogat nabor izraznih sredstev, ki z izbiro glagolskih časov in leksikalnih elementov usmerjajo govorca glede notranje časovne strukture dejanja. Za govorce slovenščine, ki se opirajo na sistem maternega jezika, je značilno, da dovršni vid slovanskih glagolov povezujejo s perfektivnimi časi v italijanščini, nedovršni vid pa z imperfektom. Pričujoča študija obravnava prepoznavanje glavnih težav pri rabi dovršnih preteklih časov (passato prossimo in passato remoto) ter imperfekta na podlagi analize pisnih izpitov poklicne mature. Analiza vmesnih jezikov in ugotovljenih napak potrjuje stališča Tjaše Miklič (1983; 1992), hkrati pa omogoča razmislek o novih vidikih tega vprašanja. V zaključku lahko ugotovimo, da v postosnovnem vmesnem jeziku vztrajajo zgoraj omenjene posplošitve, ki učence vodijo k napakam. Študija kot del kontrastivnih in didaktičnih jezikoslovnih raziskav ponuja pomembna spoznanja za poučevanje jezikov glede na specifičen profil učencev.Aspect is a universal category of the verb, which can be com-pared, according to Lindsay J. Whaley, to a “mechanism that permits a speaker to conceptualize temporal quality of an event in different ways”. Slovenian encodes the aspect in the morphology of the verb, whereas Italian does not have this possibility, but can resort to a dense con-stellation of expressions that, through the choice of tenses and lexical elements, orient the speaker as to the internal time frame of the action. For native speakers of Slovenian, who rely on the L1 system, it is easy to match the perfective aspect of Slavic verbs with the perfect tenses in Italian and the imperfective aspect with the imperfetto. The present study deals with the identification of the major problems in the use of the perfect verbal tenses (passato prossimo and passato remoto) and the imperfetto through the analysis of written examinations for the pro-fessional high school exam. The analysis of the interlanguages and the errors found confirm Tjaša Miklič’s views (1983; 1992) in this regard, but at the same time allow us to consider new elements for reflection on the subject. In conclusion, it can be observed that in the post-basic inter-language the above-mentioned generalizations that induce learners to make errors persist. This study, as a part of comparative and educatio-nal linguistic research, offers significant insights into language teaching with respect to a specific learner profile. |
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