Kolláth Anna (szerk.): A muravidéki kétnyelvű oktatás fél évszázada (Bielsko-Biala - Budapest - Kansas - Maribor - Praha, 2009)
2. Fejezet: A kétnyelvű oktatás Kárpát-medencei kontextusai - Misad Katalin: A magyar mint idegen nyelv/hungarológia oktatásának gyakorlati kérdései a pozsonyi Comenius Egyetemen
A magyar mint idegen nyelv/hungarológia oktatásának gyakorlati kérdései... delnim izobraževanjem na Madžarskem. Po učnem programu so morali na koncu osmega ali desetega (tisti, ki so se udeležili študijskega programa Bachelor, pa šestega) semestra opraviti državni izpit iz madžarskega jezika in literature. Poleg njih imamo še študente na drugih smereh, ki - v okviru štirisemestrskega tečaja - obiskujejo predmet madžarščine (npr. študenti arhivistike ali zgodovine). Ti študenti po zaključku tečaja morajo teoretično biti sposobni prevajati madžarska besedila — npr. arhivska besedila - ter njih obdelati. V študiji skušamo prikazati, kako veliko vlogo ima pri poučevanju tujega jezika v okolju z izvornim jezikom, kontrastivnost, oziroma kontrastivna jezikovna analiza, sproti pa opravimo tudi pregled jezikovnega gradiva in pojavov, ki povzročajo težave nematernim govorcem jezika. PRACTICAL ASPECTS OF TEACHING HUNGARIAN AS A FOREIGN LANGUAGE/HUNGAROLOGY AT COMENIUS UNIVERSITY IN BRATISLAVA Hungarian has been taught as a foreign language and the Hungarology Education for almost twenty years at the Department of Hungarian Language and Literature at the Philosophical Faculty of the Comenius University in Bratislava (FF UK). These classes are taught as language and literature courses as opposed to language practices. The teaching methods are most strongly influenced by a single important factor - the diversity of language skills of the students. The majority of the students who study Hungarian as a foreign language are those who have attended primary or secondary schools with Slovak as the medium of instruction, but have at least one parent who has Hungarian as the mother tongue. Those students, thus, speak Hungarian to a certain degree already. For them, the goal is to enrich their language skills and focus on building knowledge of Hungarian language, history and culture. There are also some students who do not speak Hungarian at all. For them, language training is carried out in the form of intensive language instruction. The educational program, however, expects that these students by the time they finish their studies, reach the same level of proficiency in Hungarian as their colleagues who already spoke some Hungarian upon enroling the Faculty. One more important factor is that Hungarian instruction takes place in Bratislava, a predominantly Slovak language environment; therefore contact with everyday use of Hungarian is minimal. The result for these students is a minimal level of proficiency in Hungarian. 273
