Branković-Mandić, Ivančica and Čilaš Mikulić, Marica.
(2016).
Croatian as a Second and Foreign Language in the Context of University.
Croatica: časopis za hrvatski jezik, književnost i kulturu, 40(60).
pp. 121-138.
ISSN 1849-1111
Abstract
Despite the fact that Croatian has been taught continuously at the University of Zagreb,
as a second and foreign language it has not been a subject of scholarly study for many
years. It used to be taught following the audio-visual global-structural method (AVGS)
created by P. Guberina, while the first textbooks for teaching Croatian using this method
were written by Lj. Jonke, E. Leskovar, K. PranjiÊ and I. ©kariÊ (1962). Although AVGS
teaching method experienced worldwide fame, it was not further developed in Croatia.
First scholarly research of Croatian as a second and foreign language appeared at the
end of the 1990s. From the beginning to the middle of the second decade of the twentyfirst century these research topics expanded from issues relating to acquisition of
individual language categories and levels in Croatian as a second and foreign language
to the question of language learning strategies, language anxiety, defining language
competences, various contrastive researches and so on. In methodological and theoretical
terms, Croatian as a second and foreign language is an interdisciplinary field which,
together with methodological and didactic research, covers various psycholinguistic,
linguistic, sociolinguistic, and pragmalinguistic research. The results of these studies
are textbooks and manuals for learning and teaching Croatian and development of
terminology. After listing the topics and methodology of research and teaching languages
worldwide, this article will briefly introduce the range of issues and research methodology
in Croatia in the last two decades and explain the external factors that influence the development in this area. It will also show how the application of these studies reflects
on the concept of teaching Croatian as a second and foreign language at the Faculty of
Humanities and Social Sciences ‡ how a language course became a university module.
Research results in this area will be compared with the research and teaching of some
world and Slavic languages as second and foreign languages. Finally, the needs, goals,
and strategies for further development of this very dynamic field will be briefly presented.
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