Abstract
The first part of the paper offers a diachronic review of selected meth- odological perspectives of interpreting folk fairy tales and achieving numerous teaching outcomes. The attention is focused on individualized approach in interpretation, as well as on adequate differentiated learning tasks, with three levels of difficulty, on the example of interpreting folk fairy tales “Aždaja i carev sinˮ and “Baš-Čelikˮ. Putting the emphasis on the notion of evil and linguo-stylistic pattern of repetition, the comparative approach offers an insight into narrative procedures of parallelism, prolongation, incorporation and gradual focalisation, which lead to a more detailed understanding of the structural elements. The interpretation of the folk fairy tales deals with their formal features, as well as with ethno- logical and anthropological elements, and different connotative meanings
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