V príspevku predstavljamo nekaj za razvoj podrocja slovenšcine kot neprvega jezika kljucnih dogajanj. Gre za podrocje, ki ga, kot pove naslov prispevka, v zborniku Slovenšcina v javnosti (1983) ...skoraj ni zaslediti, danes pa si brez njega slovenske jezikovne stvarnosti, jezikovne politike in nacrtovanja ne moremo predstavljati. Slovenšcina je v jeziku casa, ko je potekala akcija Slovenšcina v javnosti, ki je kulminirala s portoroškim zborovanjem leta 1979, imelaprevec notranjih (in zunanjih) sovražnikov, da bi razpravljavci kot eno podrocij jezikovnega nacrtovanja mislili tudi slovenšcino kot tuji jezik (TJ). Ker je novejšo zgodovino podrocja slovenšcine kot drugi jezik (J2) in TJ v marsicem krojil Center za slovenšcino kot drugi in tuji jezik (CSDTJ) pri Oddelku za slovenistiko Filozofske fakultete Univerze v Ljubljani, seprispevek na nekaterih mestih bere kot zgodovina omenjene ustanove.
Medjezikovno sporazumevanje je sporazumevalna praksa, pri kateri dve osebi govorita vsaka svoj jezik in se med seboj sporazumeta, ne da bi se prej (na)učili jezika svojega sogovorca. Običajno je to ...mogoče pri jezikih, ki pripadajo isti jezikovni družini, na primer med slovanskimi, romanskimi ali germanskimi jeziki. V članku predstavljamo pojem medjezikovnega razumevanja kot alternativo sporazumevanju v angleščini kot lingui franci. Tako sporazumevanje je od nekdaj obstajalo med Skandinavci, prvo metodo pa so razvili za romanske jezike (EuRomCom) v začetku 21. stoletja. Danes obstaja več metod tudi za germanske in slovanske jezike. V članku predstavimo nekatere od njih, pa tudi možne prakse za utrjevanje medjezikovnega sporazumevanja.
In recent years the experts at the Centre for Slovene as a Second/Foreign Language have been linking Slovene language coursebooks and examinations to the CEFR. This paper describes the complex ...process of aligning texts, tasks and examples of language production (the spoken and written production of examination participants). A number of questions arose during this process, including: how to align tasks where the rubrics are at a higher level than the accompanying activities and the expected task performance? How to define the minimally acceptable person, on the basis of which the cut-off score is determined in receptive skills? How to align tasks where the performance calls for the use of different language skills? A particular challenge is represented by the benchmarking of the written and spoken production of the speakers of languages closely related to Slovene who make up the great majority of test takers. The final result of the linking process is a new language programme for teaching/learning, testing and certifying Slovene as a second and foreign language.
Intercomprehension is a communication practice where two persons speak their mother tongue and are able to understand each other without being taught the language of their adressee. It is a usual ...practice between languages that belong to the same linguistic family, for example Slavic, Romance or Germanic languages. In the article, the authors present the notion of intercomprehension as an alternative to communication in English as a lingua franca. That kind of communication was known among Scandinavians, whereas the first teaching method was developped for Romance languages (EuRomCom) at the beginning of the 21st century. Today, more methods exist including German and Slavic languages. In the article, the authors are enumerating some of them and also give a short outline of existing practices.
Based on the results of tests compiled especially for this study, conclusions have been made regarding the development of communicative language ability in Slovene as a second language, as observed ...in learners in a year-long Slovene language course. The results indicated (a) the characteristics of second-language acquisition (SLA) in general; (b) the characteristics of the Slovene language acquisition process itself, & (c) the characteristics of Slovene, as demonstrated through the process of its acquisition as a second language. 4 Figures, 10 References. Adapted from the source document
The contents of language courses in second/foreign language learning often involve literature, culture, & civilization (cultural heritage). Inclusion of cultural heritage contents in language ...teaching can be justified from many points of view: cultural, socio-psychological, political, & intercultural. The scope of inclusion/exclusion of the elements of cultural heritage in language learning are compared in the Croatian & Slovene languages as a foreign/second language on three levels: (1) in the textbooks of the Croatian or Slovene language as a foreign/second language; (2) in the programs & proceedings of the Zagreb Slavistic School & of the Seminary of the Slovene language, literature, & culture; & (3) continuous education of the lectors of the Croatian & Slovene languages as a foreign/second language. The comparison of the two related neighboring languages has shown the actual situation, & the authors, following their long experience as lectors, propose a systematic inclusion of the contents of the cultural heritage in foreign/second language learning at all levels. 22 References. Adapted from the source document
PDF
