THE APPLICATION OF CORRELATION BETWEEN SERBIAN AND SPANISH IN THE TEACHING OF SPANISH LANGUAGE

Abstract

One of the approaches applied in foreign language methodology to enhance teaching effectiveness is the correlation of the learner’s native language with the foreign language being studied. Considering that this topic has not been extensively explored in Serbia, this study examines the significance of applying a correlational approach between Serbian and Spanish in the teaching Spanish as a foreign language and explores the benefits of such an approach in the context of language learning. The first part of the paper provides a theoretical review of the literature, while the second part presents the conducted research. The first part of the research focuses on investigating the perceptions of fifth-grade students regarding the correlation topic between Serbian and Spanish language. The second part of the research is the survey that was administered among Spanish language teachers to examine their attitudes toward the subject. To assess the impact of the correlational method, empirical research was conducted, employing descriptive statistical analysis to characterize the sample and independent t-tests to examine differences between groups. Particular attention was given to capturing the attitudes of both students of Spanish, and the teachers of this language. The initial hypothesis was that learning Spanish is easier when the content is connected with that of the subject Serbian language, and that Spanish language teachers have a positive attitude toward the application of the correlational-integrative approach. Another hypothesis is that students believe the correlation between Serbian and Spanish contributes to better acquisition of the foreign language material. The hypotheses were confirmed by the research findings. By comparing the responses of these two groups, the study provides a comprehensive picture of the linguistic correlations established between the observed languages and the participants’ perceptions. The results indicate that Spanish teachers consider the correlational approach between Serbian and Spanish to be highly valuable. Students also recognize the benefits of this approach, reporting that they can more easily remember phrases and expressions when they are compared with their native language. These findings underscore the pedagogical potential of integrating linguistic correlations in the teaching of Spanish language and support the use of targeted comparative strategies to optimize learning outcomes.