After a brief outline of Slovene studies as a discipline taught at Moscow State University, the paper focuses on the psycholinguistic concept of teaching Slovene to different groups of students. The author considers the role of a comparative and contrastive approach to planning an introductory course of communicative grammar and vocabulary. It is emphasised that at the initial stage of learning Slovene historical, cultural and sociolinguistic factors must be taken into account, as well as the ethno-psychological features of Slovene speakers.
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