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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Learn Slovene

Date of Publication

21st April, 2021

Target Group


Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





The language instructional video is suitable for both beginners and more advanced learners of the Slovenian language, as it introduces basic communicational terms. Since the language of instruction is English, a basic knowledge of English is required in order to fully master the material. The video is great for individual language learning, but can also be used for classroom teaching, where the teacher can make learners practice the terms the video offers with additional tasks. Although the emphasis is on vocabulary development, the terms also add some grammatical knowledge. The curriculum improves the reading, the listening comprehension and speaking skills of language learners, but as an additional task, literacy can also be developed.

Case study

The material would either be tested in classroom context or as a take-home project. Students would be instructed to watch the video, read and repeat the expressions of basic Slovenian. The prosody of the language could be studied at the first time, and learners can not only listen and repeat the expressions, but can write them out in their vocabulary with the meaning in their own mother tongue.
With the help of a dictionary or the class teacher they can also write out the key words of the expressions or discuss how the Slovakian language works, i.e. how the learnt phrases are constructed. Doing this not only their vocabulary can improve but they can acquire some basic grammar as well. Learning basic expressions is the key to quick success because leaners can easily start communicating with each other and can be motivated to further improve their vocabulary to be able to communicate in a more subtle way. As a follow-up exercise they could speak with each other and share their knowledge, and also add some more vocabulary.


Lead-in activity/warmer: Eliciting information on learners’ knowledge of Slovakian vocabulary. They may come up with some words or expressions, or some international vocabulary that would motivate the group members to use Slovakian.
Step 1: Pre-watching activity. Tell the students that they are going to watch a video that teaches basic expressions in Slovakian. The video allows students to recognise and practise basic conversational terms. Students do the preparation task first and instructed to collect and write the familiar phrases from the video.
Step 2: Watching the video, and reading and listening the basic terms. Students get knowledge about the most useful phrases of elementary communication.
Step 3: Students then give feedback on their understanding. On the second view they are instructed to repeat the terms loudly, then they can write them in their vocabulary, and by analysing the terms they may learn some new words and basic grammar.
Step 4: Learners can work in pairs. They can ask and answer the questions they have learnt and can react to the phrases. After collecting some more vocabulary they would be able to communicate meaningfully.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The video is informative for both students and lecturers because students can work individually and with the help of the teacher who can provide them with supplementary material and creative tasks.
The instructional language of the video is English, but it is clear and understandable. It motivates students to use their language skills in a complex way.
Monitoring students’ own progress is provided by the video, since it asks for the repetition of the learnt phrases.
It is possible to adopt the contents to students’ need because the material can function as a teaching source and can be supplemented or accompanied by other sources or material.
The video is intended to a larger audience, and it is useful for both individual and classroom use. It is a well-constructed introduction to Slovakian as a foreign language. The basic expressions provide not only a fast progress but motivates students to watch the other parts of the video series as well.
The page is easily accessed for those who want to learn Slovakian with the help of the internet.
Website of the Teaching Source: