Kasilda Bedenk (Author), Tatjana Vučajnk (Author)

Abstract

Pri svojem pedagoškem delu se učitelji slovenščine na tujih univerzah pogosto srečujejo z zelo heterogenimi skupinami študentov. Pri študiju slovenščine na Univerzi Karla in Franca v Gradcu ta heterogenost izvira predvsem iz raznolikekulturne in/ali jezikovne pripadnosti študentov, kar odločilno vplivana njihovo stopnjo znanja slovenščine in intenzivnost ali enakomernost napredovanja. Študentom in učiteljem bi bila v pomoč ustreznejša in bogatejša infrastruktura za poučevanje in učenje slovenščine, ki bi omogočala prilagajanje raznovrstnim skupinam. Njihove potrebe smo ugotavljali tudi s pilotno raziskavo o najpogostejših odstopanjih od jezikovne norme.

Keywords

slovenščina;slovenščina kot drugi/tuji jezik;jezikovne interference;jezikovna kompetenca;študenti;Gradec;

Data

Language: Slovenian
Year of publishing:
Typology: 1.08 - Published Scientific Conference Contribution
Organization: UL FF - Faculty of Arts
UDC: 811.163.6'243:378.147(436)
COBISS: 45358178 Link will open in a new window
Views: 4
Downloads: 0
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Other data

Secondary language: English
Secondary abstract: In their teaching work, teachers of Slovene language abroad often meet very heterogeneous groups of students. In the case of Slovene language students at the University of Graz, this heterogeneity derives mostly from their diverse cultural and/or language affiliations, which significantly influences the learning of Slovene as well as the level of progress made. Students and teachers would benefit from a more appropriate and varied infrastructure for teaching and learning Slovene which would facilitate the accommodation of diverse groups. Student needs were also investigated through pilot research on the most common deviations from language norms.
Secondary keywords: Slovene language at the University of Graz;Slovene Studies;Slovene as a second/foreign language;mistakes;interference;language competence;
Type (COBISS): Article
Pages: Str. 41-48
ID: 19987798