Različiti aspekti kulture u udžbenicima srpskog jezika kao stranog za srednji nivo: Sretan put i Učimo srpski 2

Studying the language of a people without knowing anything about the culture behind that people represents a limitation in that learning mere grammatical rules, outside of the context in which they are used, prevents the development of the pragmatic ability which is indispensable for communication. If, on the one hand, culture is observed through as linguistic production (sayings, idioms, lexical choices) and non-verbal production (from proxemics to gesture), on the other, it is seen as a representation of a society, on both a material (monuments, architecture, landscape) and a spiritual level (religion, works of art and literature, music, customs, festivities). Knowledge of the diastratic, diaphasic, diatopic and diamesic varieties of the language provide the student with versatility in communicating, possibly allowing him/her to integrate into a given linguistic group. In order to reach this aim, the gradual introduction of authentic materials would be necessary. These would eventually replace those designed purely for teaching purposes, essential at beginner-level, as the student progresses. The analysis of the two language textbooks chosen shows that the cultural themes depend on the choice of the individual authors who, in this case, view the culture in question from two different angles: that of the native speaker and that of the foreign learner.