A comparison between Slovene and Russian glottodidactics with the example of modern materials for teaching Slovene and Russian as foreign languages

Diplomsko delo se ukvarja s primerjavo med slovensko in rusko glotodidaktiko ter poskuša zarisati skupne točke in razlike med njima. Najprej s pomočjo pregleda samih področij slovenščine in ruščine kot drugih oziroma tujih jezikov, ki sta v zadnjih nekaj desetletjih doživeli korenite spremembe. Ob spremembah opazujemo in lažje razumemo tudi razvoj stroke. Nato primerja teoretične pristope k poučevanju jezika kot tujega jezika v slovenskem in ruskem prostoru ter ugotavlja, da je v teoriji mogoče najti številne vzporednice med strokama. Področjema slovenske in ruske glotodidaktike je skupna predvsem komunikacijska naravnanost, še bolj pa se zbližujeta v novem pogledu na poučevanje jezikov, ki ne govori več o metodah, pač pa o medkulturnosti, o sporazumevalni zmožnosti posameznika kot celoti in o raznojezičnosti. Razlike in podobnosti v pristopih k poučevanju slovenščine in ruščine kot tujih jezikov skuša ilustrirati s pomočjo učbeniških gradiv, kjer ugotavlja, da se razlike pojavljajo v zasnovi učbenikov, obravnavanem besedišču, dialogih kot temeljni obliki predstavitvenega besedila, obravnavi slovnice, po tipih nalog ter ne nazadnje po težavnosti.This diploma thesis discusses comparison between Slovene and Russian glottodidactics and attempts to show common points and differences between them. First, through the review of the areas of Slovene and Russian as second or foreign languages, which have undergone radical changes over the last few decades. Upon the changes we observe and understand the development of the field. Then it compares the theoretical approaches to teaching the language as a foreign language in the Slovene and Russian fields and notes that in theory, many parallels between disciplines can be found. The areas of Slovene and Russian glottodidactics are primarily communicatively orientated, and they are even more convergent in a new way of teaching languages that no longer focuses on methods, but on interculturalism, about the communicative ability of the individual as a whole and about multilingualism. It attempts to illustrate differences and similarities in the approaches to teaching Slovene and Russian as foreign languages with the help of analysis of textbooks, where it finds that the differences occur in the design of textbooks, the discussed vocabulary, dialogues as the basic form of the presentation text, the grammar, the types of tasks and, last but not least, by difficulty