VOĐENA PISANA PRODUKCIJA NA MODERNOM GRČKOM JEZIKU – STUDIJA SLUČAJA

Gap-fill exercises, which are a type of open-ended exercises, have an important role in language assessment (Durbaba 2011: 153). These exercises give students the opportunity to apply the acquired knowledge and adopted vocabulary, shifting the focus away from the mere translation of terms into the native language (Smith et al. 2010: 1). The goal of our research is the analysis of errors in the tests of a group of first- and second-year students at the Department of Modern Greek Studies at the Faculty of Philology, Univer- sity of Belgrade. The students were at the A1, A2 or B1 level (CEFR) of communicative competence in Modern Greek and they were asked to fill the gaps with adequate words or phrases. The detected errors are divided by type. It is examined whether the students solved the task by paying attention to the concord and the meaning of the given text, while in the tasks at the B1 level the knowledge of the required lexical and grammatical collocations was also examined. In addition, the results of a questionnaire are presented, in which the students were asked to highlight which were the most demanding segments of solving these tasks, as well as which strategies they use in order to prepare for this part of the exam. The results of the research confirm that this task is very demanding for the students of Modern Greek as a foreign language, as well as that they usually prepare for this part of the exam by vocabulary recapitulation. The most common mistakes were identified in grammatical gender and number, as well as in the false use of lexical collocations.