Številka 3–4/2004 ~ Issue 3–4/2004

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Marko Stabej: Slovenščina kot drugi/tuji jezik in slovensko jezikovno načrtovanje. Jezik in slovstvo. 3–4/2004. 5–16.
Slovenščina kot drugi/tuji jezik je pomembna sestavina sodobne slovenske jezikovne situacije. Osamosvojitev Slovenije in njena vključitev v Evropsko unijo sta povzročili rast mednarodne prisotnosti slovenščine, tako v institucionalnem kot v neinstitucionalnem okviru. Vse več ljudi potrebuje ali si želi dejavno jezikovno zmožnost v slovenščini kot tujem jeziku. Slovensko jezikovno načrtovanje je te procese deloma upoštevalo in že ponudilo nekatere učinkovite rešitve na področju usvajanja in preverjanja jezikovne zmožnosti. Odprta pa ostajajo vprašanja, povezana z opisom in kodificiranjem slovenskega jezika, pa tudi tista, povezana z utrjevanjem statusa slovenščine kot uradnega evropskega jezika in jezikovno ozaveščenostjo vseh njenih govork in govorcev.

Marko Stabej: Slovene as a Second/Foreign Language and Language Planning in Slovenia. Jezik in slovstvo. 3–4/2004. 5–16.
Slovene as a second/foreign language is an important component of the modern Slovene linguistic situation. Slovenia's independence and its integration with the European Union have resulted in the increasing presence of the Slovene language in the international setting, both in the institutional, and non-institutional framework. An increasing number of people need or want to obtain active linguistic competence of Slovene as a foreign language. Language planning in the country has partly taken into account these processes and has offered some efficient solutions in the acquisition and assessment of linguistic competence. What remains open, however, are questions concerning the description and codification of the Slovene language, as well as those related to the consolidation of the status of Slovene as an official European language and the linguistic awareness of its speakers.



Ina Ferbežar, Nataša Pirih Svetina: Certificiranje slovenščine kot drugega/tujega jezika – zgodovina in perspektive. Jezik in slovstvo. 3–4/2004. 17–33.
Certificiranje slovenščine kot neprvega jezika ima tradicijo, ki je stara približno toliko kot slovenska država. Glede na to, da je v zadnjih letih preverjanje znanja nacionalnih jezikov ena najbolj aktualnih tem v evropski jezikovni politiki, se ji že nekaj časa poglobljeno posvečamo tudi v Centru za slovenščino kot drugi/tuji jezik, točneje v enem njegovih programov – v Izpitnem centru. članek bo poskušal osvetliti nekatera zgodovinska dejstva in razloge za uvedbo certificiranja slovenščine kot tujega jezika pri nas, nakazati trende in perspektive na tem področju ter ponuditi odgovore na nekatera vprašanja, ki zadevajo preverjanje jezikovnega znanja na splošno.

Ina Ferbežar, Nataša Pirih Svetina: Certificates of Slovene as a Second/Foreign Language – History and Perspectives. Jezik in slovstvo. 3–4/2004. 17–33.
Certificates of Slovene as a second language have been issued in Slovenia ever since its independence. Considering that in recent years, assessment of national languages has been one of the most topical issues within European language policy, this topic has been addressed quite seriously also at the Centre for Slovene as a Second/Foreign Language or, to be more precise, in its Assessment Centre. The article elucidates some historical facts and reasons for the introduction of certificates of Slovene as a foreign language in Slovenia, shows trends and perspectives in this field, and tries to offer some answers to questions concerning the assessment of linguistic knowledge in general.



Mojca Jesenovec: Poučevanje, učenje in pomnjenje leksike drugega/tujega jezika. Jezik in slovstvo. 3–4/2004. 35–47.
V prispevku je v opisana vloga, ki jo je zavzemalo poučevanje/učenje leksike pri metodah in pristopih, ki so se v preteklosti uporabljali za poučevanje drugih/tujih jezikov. Poseben poudarek je na trenutnih tendencah poučevanja/učenja leksike, hkrati pa članek prinaša še vpogled v proces usvajanja leksike in hipoteze o pomnjenju pomenskih prvin jezika. Teoretična izhodišča so bila zbrana predvsem na podlagi tujejezične literature, pri čemer pa avtorica skuša opozarjati na jezikovno specifičnost slovenščine.

Mojca Jesenovec: Teaching, Learning and Memorising Lexis of a Second/Foreign Language. Jezik in slovstvo. 3–4/2004. 35–47.
The article describes the role of teaching/learning lexis of the methods and approaches applied in the teaching of second/foreign languages in the past. A special emphasis is placed on the current trends of teaching/learning lexis. In addition, the article affords an insight into the process of lexis acquisition, and a hypothesis on how to memorise word meaning. Although theoretical background has been taken mainly from foreign literature, the author tries to point out the specific linguistic nature of the Slovene language.



Vojko Gorjanc, Primož Jurko: Kolokacije in učenje tujega jezika. Jezik in slovstvo. 3–4/2004. 49–62.
članek odpira vprašanje učenja leksike kot enega od osrednjih vprašanj učenja tujega jezika. Učenje leksike sopostavi učenju gramatike in opozori na dejstvo, da se pri komunikacijsko usmerjenem učenju jezika s težiščem na leksiki, ki jo razumemo bistveno širše kot le nabor posameznih leksemov, hkrati spoznava tudi velik del gramatike tujega jezika. Ob zavedanju, da v možganih skladiščimo slovar kot komunikacijske dele jezika in ne posamezne lekseme, se v nadaljevanju usmeri k predstavitvi kolokacij kot enemu najpomembnejših segmentov učenja leksike in njihovi umestitvi v kontrastivno situacijo. Ob tem kot mogoči model pri njihovem učenju in usvajanju ponudi model leksikalnih funkcij, izhajajoč iz izkušenj avtorjev članka pri učenju slovenščine in angleščine kot tujega jezika.

Vojko Gorjanc, Primož Jurko: Collocations and Learning a Foreign Language. Jezik in slovstvo. 3–4/2004. 49–62.
The article addresses the question of learning lexis as one of the core questions in foreign language acquisition. Learning lexis is placed parallel to learning grammar, adding that in the communicative approach to learning a language with lexis at its very centre, which signifies a much wider domain than a mere selection of single lexemes, grammar is also absorbed. With the awareness that our brain stores a dictionary as communicative parts of language and not as single lexemes, the article then presents collocations as one of the most important segments of learning lexis and their placement within a contrastive situation. A model of lexical functions is offered as a possible model of learning collocations, arising from the experience of both authors in learning Slovene and English as a foreign language.



Tadeja Rozman: Upoštevanje ciljnih uporabnikov pri izdelavi enojezičnega slovarja za tujce. Jezik in slovstvo. 3–4/2004. 63–75.
članek se ukvarja z vprašanjem, zakaj potrebujemo slovar za tujce in kakšne naj bi bile njegove značilnosti. Ugotovitve izhajajo iz spoznanj slovenističnega področja, ki se ukvarja s slovenščino kot drugim/tujim jezikom, iz kratke analize obstoječih slovarjev slovenščine in angleških slovarjev za tujce ter iz anketne raziskave, ki je bila izvedena med udeleženci in lektorji tečajev slovenščine.

Tadeja Rozman: A Monolingual Dictionary for Foreigners with Regard to Target Users. Jezik in slovstvo. 3–4/2004. 63–75.
The article addresses the question why a dictionary for foreigners is necessary and what features it ought to have. The findings arise from a thorough knowledge of the field that deals with Slovene as a second/foreign language, a brief analysis of the existing dictionaries of Slovene and English dictionaries for foreigners, and the results of a questionnaire given to participants and teachers of Slovene language courses.



Tatjana Balažic Bulc: Jezikovni prenos pri učenju sorodnih jezikov (na primeru slovenščine in srbohrvaščine). Jezik in slovstvo. 3–4/2004. 77–89.
Sporazumevalna zmožnost, ki jo razvijemo v prvem jeziku (J1), je tudi podlaga za razvijanje sporazumevalne zmožnosti pri kasnejšem učenju tujih/drugih jezikov (JT/J2). V tem procesu pa pogosto prihaja do jezikovnega prenosa, tako pozitivnega kot negativnega. Na osnovi digitaliziranega korpusa usvajanja jezika, zgrajenega iz besedil pisnih izpitov iz znanja slovenščine, je bila narejena analiza negativnega jezikovnega prenosa med dvema najsorodnejšima jezikoma, srbohrvaščino (J1) in slovenščino (JT/J2). V članku je predstavljen del raziskave, ki se nanaša predvsem na sistemizacijo in tipe napak, nastalih zaradi takšnega prenosa. Iz analize napak je razvidno, katerim področjem moramo pri poučevanju slovenščine kot JT/J2 posvetiti posebno pozornost, ko imamo pred seboj govorce srbohrvaščine.

Tatjana Balažic Bulc: A Linguistic Transfer in Learning Similar Languages (the case of Slovene and Serbo-Croatian). Jezik in slovstvo. 3–4/2004. 77–89.
Communicative competence developed in the first language (L1), is the basis for developing communicative competence when later learning a foreign/second language (FL/L2). Quite often in this process a linguistic transfer occurs, both positive and negative. On the basis of a digitalised corpus of language acquisition consisting of written exams in Slovene, an analysis of negative linguistic transfers between two most closely related languages, Serbo-Croatian (L1) and Slovene (FL/L2), was made. The article shows part of the research correlated to the systemisation and types of mistakes arising from such a transfer. It is evident from the analysis of mistakes which areas need additional attention while teaching Slovene as FL/L2 to the speakers of Serbo-Croatian.



Tatjana Jamnik: Ali ima kača kljun? Konceptualna podlaga češko-slovenskih medjezikovnih interferenc. Jezik in slovstvo. 3–4/2004. 91–102.
Avtorica v prispevku analizira pisna besedila študentov lektorata slovenskega jezika na Masarykovi univerzi v Brnu, pri čemer se teoretično opira na spoznanja kognitivnega jezikoslovja. Izhaja iz predpostavke, da jezikovne napake, ki jih pisni produkciji v slovenščini delajo rojeni govorci češčine, niso zgolj posledica negativnega prenosa iz njihovega maternega jezika na slovenščino, temveč nanje vpliva tudi način kategorizacije in konvencionalnega upodabljanja, ki je značilen za njihovo materinščino.

Tatjana Jamnik: Does a Snake have a Beak? A Conceptual Basis of the Check-Slovene Interlingual Interference. Jezik in slovstvo. 3–4/2004. 91–102.
Making use of a theoretical background in cognitive linguistics, the author of the article analyses written work done by students of Slovene at Masaryk University in Brno, the Czech Republic. A hypothesis is made that the language mistakes by the native speakers of the Czech language in written Slovene texts are not merely a consequence of a negative transfer of their mother tongue to Slovene, but that they are also influenced by the categorisation and conventional representation typical of the Czech language.



Vesna Mikolič: Medkulturna pragmatika pri pouku slovenščine kot J2. Jezik in slovstvo. 3–4/2004. 103–121.
Medkulturno pragmatiko lahko razumemo kot sodobni pristop h kontrastivni analizi jezikov in kultur. Prispevek osvetljuje njen razvoj in pomen tako za razvoj jezikoslovne vede kot izobraževalni proces. Predstavljena bo njena vloga v okviru aktualnih prizadevanj po vključevanju vsebin medkulturne sporazumevalne zmožnosti v tujejezikovno poučevanje, pri čemer bodo v ospredju tista področja medkulturne pragmatike, ki lahko pomembno obogatijo oziroma nanovo opredelijo metode poučevanja slovenščine kot drugega/tujega jezika. Navedeni primeri bodo služili tudi kot utemeljitev, da pri vključevanju medkulturne pragmatike v tujejezikovni pouk ne gre le za vnašanje kulturnih elementov, pač pa za ozaveščen pristop k medkulturnim razlikam v jezikovnih sistemih in njihovi rabi, s pomočjo katerega bodo učenci usposobljeni za učinkovito komunikacijo v zanje tujejezičnem okolju.

Vesna Mikolič: Intercultural Pragmatics in Teaching Slovene as a Second Language. Jezik in slovstvo. 3–4/2004. 103–121.
Intercultural pragmatics can be understood as a modern approach to contrastive analysis of languages and cultures. The article elucidates its development and significance for both, the development of linguistic studies, as well as the educational process. Its role is presented as part of the current efforts to include intercultural communicative competence in the teaching of foreign languages, where those areas of intercultural pragmatics need to be foregrounded that enrich or re-define the methods of teaching Slovene as a second/foreign language. The illustrated examples will serve as an argument that including intercultural pragmatics in the teaching of foreign languages does not signify only an embedding of cultural elements, but also an enlightened approach to intercultural differences in linguistic systems and their use, which will aid students to an efficient communication in a foreign language environment.



Meta Grosman: Ali je književnost pri pouku slovenščine kot tujega jezika lahko zanimiva? Jezik in slovstvo. 3–4/2004. 123–132.
Pouk književnosti je pri pouku tujega jezika zelo produktivna sestavina, če je zasnovan tako, da upošteva celostno naravo književnih del, da upošteva lastnosti in prepričanja bralstva ter da se zaveda narave sprejemanja literature kot medkulturne dejavnosti. Ob teh temeljnih pogojih pa je treba konkretno umestitev književnosti prilagoditi profilu učečih se tujega jezika.

Meta Grosman: Can Teaching Literature as Part of Slovene as a Foreign Language be Interesting? Jezik in slovstvo. 3–4/2004. 123–132.
Teaching literature can be a highly productive component of a foreign language course when designed so that it takes into account the nature of literary works, taking into consideration their features and readership conviction, while being aware of the nature of responding to literature as an intercultural activity. With these basic requirements, a concrete placement of literature needs to be adapted to the profile of foreign language learners.



Ivana Petric: Besediloslovna primerjava pisne produkcije tujih in rojenih govorcev slovenščine. Jezik in slovstvo. 3–4/2004. 133–144.
Raziskava poskuša odgovoriti na vprašanje, kako uspešni so tuji govorci slovenščine pri samostojnem tvorjenju daljšega pisnega besedila, pri čemer mi kot merilo uspešnosti služijo besedila rojenih govorcev slovenščine. Obe skupini besedil primerjam po izbranih kriterijih; predvsem se osredotočam na besediloslovna kriterija kohezije in koherence. Raziskava poskuša odkriti, kakšni so nameni in razlogi za uporabo določenega kohezivnega sredstva, kako to sredstvo v besedilu učinkuje in kako bi lahko vplivalo na razumevanje smisla besedila.

Ivana Petric: A Text Linguistics Comparison of Text Production by Foreign and Native Speakers of Slovene. Jezik in slovstvo. 3–4/2004. 133–144.
The article is an attempt to answer the question of how successful foreign speakers of Slovene are when having to produce a lengthy written text; the rate of success is measured against the texts produced by native speakers of Slovene. Both groups of texts are compared according to the chosen criteria, with the main focus placed on the criteria of cohesion and coherence as applied in text linguistics. The research was aimed at discovering what the purpose and reason for using a particular cohesive device were, what effect a particular cohesive device achieves in the text, and how it could influence comprehension of the meaning of the text.



Simona Kranjc: Besedni red, usvajanje prvega in učenje drugega/tujega jezika. Jezik in slovstvo. 3–4/2004. 145–157.
Avtorica v prvem delu članku razpravlja o značilnostih procesa učenja tujega jezika in dejavnikih, ki nanj vplivajo. Proces primerja tudi s procesom usvajanja prvega jezika in ugotavlja, da sta si učenje tujega jezika in usvajanje prvega jezika med seboj v mnogočem podobna, da pa se na nekaterih točkah tudi zelo razlikujeta, predvsem kar zadeva spoznavno zmožnost, če seveda učeči se tujega jezika niso otroci. V drugem delu pa se ustavi ob vprašanju besednega reda in njegovi obravnavi v literaturi in izpelje sklep o pomembnosti obravnave besednega reda pri pouku slovenščine kot tujega jezika.

Simona Kranjc: Word Order, First Language Acquisition and Learning a Second/Foreign Language. Jezik in slovstvo. 3–4/2004. 145–157.
In the first part of the article the author discusses the typical features of learning a foreign language and the factors that influence this. The process is compared to the process of first language acquisition with the conclusion that learning a foreign language, and first language acquisition are quite similar, although they also differ considerably in some points, in particular, as far as the students’ cognitive ability is concerned, if those learning a foreign language are not children. The second part of the article discusses the question of word order and its treatment in literature, concluding that teaching word order is a very important component of teaching Slovene as a foreign language.