ABSTRACT This paper presents a practical and methodological overview of contemporary Hebrew language teaching for speakers of European languages, with special emphasis on learning psychology, communicative methodology, phonetic difficulties, student motivation, and the integration of Modern and Biblical Hebrew. The study is primarily based on the author’s long-term practical teaching experience with students from different European linguistic backgrounds, combined with contemporary methodological research in the field of Hebrew as a foreign language. Special attention is devoted to reducing psychological barriers among beginners, the use of pantomime, imitation, humor, and theatrical communication in language teaching, as well as the development of direct thinking in Hebrew without excessive reliance on transliteration and constant translation. The paper analyzes common phonetic and graphemic difficulties encountered by Slavic, Romance, Germanic, and other European language speakers, together with practical strategies for overcoming them. A significant part of the study focuses on presenting Hebrew binyanim as logical formulas, the early introduction of conversation, the gradual transition to unvocalized texts, and the motivational role of Biblical expressions, religious formulas, and Biblical names in Hebrew language instruction. The author argues that modern Hebrew teaching should be dynamic, communicative, psychologically relaxed, and adapted to the cognitive patterns of European learners. Keywords Hebrew language, language teaching methodology, Biblical Hebrew, Modern Hebrew, learning psychology, binyanim, niqqud, phonetics, communicative teaching, European languages
Željko Stanojević (Thu,) studied this question.