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V teoretičnem delu magistrskega dela smo sprva opredelili pojem andragoške didaktike, v nadaljevanju pa proučili področje izobraževanja odraslih. Poročali smo o vrstah izobraževanja odraslih, o motivaciji odraslih in njihovi pripravljenosti na izobraževanje in izpostavili spodbujevalne in zaviralne motive. Posvetili smo se izobraževalcem odraslih in izpostavili težave, s katerimi se na področju izobraževanja odraslih srečujejo. Pisali smo o organizacijah izobraževanja odraslih in našteli najpogostejše metode dela z odraslimi. Nadalje smo se v celoti posvetili le jezikovnim izobraževanjem v Sloveniji, pri čemer so nas posebej zanimali začetki poučevanja slovenščine kot drugega tujega jezika. Opisali smo priprave predavateljev na delo s tečajniki, pri čemer smo pozornost preusmerili predvsem na obravnavo besedišča in slovnice ter na obravnavo besedil pri poučevanju slovenščine kot drugega/tujega jezika. V zaključku teoretičnega dela smo pisali o tujih študentih, vpisanih na slovenske univerze, in o univerzitetnih zahtevah njihovega znanja slovenščine za pričetek ali nadaljevanje njihovega študija v Sloveniji. Z našo empirično raziskavo, v kateri je sodelovalo 51 udeležencev lektorata slovenščine za tujce, smo pridobili mnenja sodelujočih o poteku lektorata, o pristopih k poučevanju s strani izvajalca in o soočanju z njihovimi lastnimi jezikovnimi preprekami v vsakdanu. Zanimive razlike so se pokazale ravno pri slednjem, složno pa so študentje odgovarjali pri trditvah, vezanih na predavateljeve pristope k poučevanju. The theoretical part discusses at first the concept of andragogical didactics and follows with the research regarding the field of adult education. We were reporting about different types of adult education, motivation for adults and their willingness to educate themselves while highlighting stimulating and inhibitable motives. While consulting with educators of adults we highlighted certain problems adults could face regarding their education. The organisation of adult education is being discussed in terms of this thesis and we also listed the most frequent methods of work with adults. Further on we were entirely focusing on language education and language courses in Slovenia, whilst our interest lies in the beginnings of teaching Slovene as a second foreign language. Describing the preparation of lecturers for the work with course participants, we turned our attention particularly to how vocabulary and grammar and how certain text types are being discussed in terms of teaching Slovene as a second/foreign language. The conclusion of the theoretical part deals with the situation of foreign students, who are enrolled into Slovene universities, and with the university requirements regarding their knowledge of English, which is mandatory in order to start or continue their studies in Slovenia. With our empirical research conducted among 51 participants of a Slovene language course for foreigners we acquired valuable information regarding the participants´ opinions about the course itself, the approach to teaching by the providers of the course and how the participants cope with the language barrier in their everyday life. Interesting differences were found regarding the latter, but students were unanimously answering questions regarding the providers´ approach to teaching. |
