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.
|
