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This speech is about how important it is to learn a foreign language and what opportunities we can get by studying it. You can also learn about the methods of teaching a foreign language in educational institutions and how it is taught.

Tema ovoga rada odnosi se na metode poučavanja stranog jezika u ranom i predškolskom odgoju i obrazovanju. U prvom dijelu ovog rada opisuju se jedne od najutjecajnijih teorija jezičnog razvoja te su navedeni njihovi predstavnici. Nadalje, drugi dio rada odnosi se na povijesni pregled metoda poučavanja stranog jezika koje su kronološki navedene i ukratko opisane. Zatim, radu se spominju političke i pedagoške pretpostavke za implementaciju stranog jezika u ustanove ranog i predškolskog odgoja. Naposlijetku, u radu se navode metode poučavanja koje su adekvatne za učenje stranog jezika u ranoj i predškolskoj dobi. Jedna od najpoznatijih i najadekvatnijih metoda za poučavanje stranog jezika jest metoda prirodnog učenja. Upravo iz tog razloga, najviše se pozornosti u tom dijelu rada pridaje prirodnom učenju., The topic of this paper is the methods of teaching a foreign language in early and preschool education. The first part of this paper describes some of the most influential theories of language development and lists their representatives. Furthermore, the second part of the paper deals with overview of foreign language teaching methods. The methods are listed chronologically and briefly described. Then, the paper mentions the political and pedagogical preconditions for the implementation of a foreign language in early and preschool education institutions. Finally, the paper lists teaching methods that are adequate for learning a foreign language at an early and preschool age. One of the most well-known and adequate methods for teaching a foreign language is the method of natural learning. It is the reason that most attention in this part of the paper is paid to natural learning.

Retrospective of foreign language teaching methods - interview of a newspaper journalist"Bukovyna", authors of the online publication "Zbruch", members of the National Union of Journalistsof Ukraine Nataliya Feshchuk with Doctor of Pedagogical Sciences, professor, head of the departmentof foreign languages ​​for humanities faculties of Chernivtsi National University named afterYuriy Fedkovich Labinskaya Bohdana Igorivna.

The day after the start of a full-scale Russian invasion of Ukraine on February 24, the Ministry of Education and Science of Ukraine recommended stopping the educational process in educational institutions at all levels and sending students and educators on a two-week vacation. On March 14, the educational process in the areas where the security situation allowed it began to resume. Teachers have a task to ensure the learning process so that as many students as possible can gain knowledge, acquire skills and experience psychological renewal. The purpose of the article is to study some methods and technologies of teaching foreign languages in wartime conditions. Distance learning systems have been known to university teachers for a long time. The article pays special attention to Moodle and Zoom electronic platforms. Of particular importance is the use of the method of Blended Learning, as the most relevant in our opinion in conditions of wartime.

This list, written in Czech with some English translation, contains over 900 items on foreign language teaching methods published outside Czechoslovakia during 1966. It represents the third volume of a bibliography, the first and second volumes having been issued in 1965 and 1967 respectively. Only the first and second sections of this volume provide data on some works published before 1966. Major categories are identified as (1) bibliography, (2) periodicals, (3) reports, (4) methods, (5) teaching pronunciation, spelling, vocabulary, and grammar, (6) teaching language skills, (7) technical (audiovisual) aids, (8) teacher training, and (9) teaching cultural context. Some 98 sources representing the leading world language teaching journals are given. An author index is included. (DS)

This booklet comments on the second dialect teaching situation with special emphasis given to the role of the native dialect, the definition of the standard dialect, special factors affecting the pupil, teaching methodology, and teacher training. The first section examines dialects associated with the influence of a specific foreign language, pidgin or creole, and social or regional substandard varieties of English with particular emphasis on the latter and its pedagogical implications. The second section discusses the definition of standard English, and the third section focuses on special considerations concerning the learning situation of the pupil, that is, integrative versus instrumental motivation and differences between the theories of cultural deprivation and cultural differences. Teaching methodology, especially foreign language teaching, is discussed in section four. Finally, teacher training recommendations stressing the need for teachers to possess an attitude which recognizes that substandard dialects are regular systems of communication in their own right are discussed in the last section. (HOD)

This article discusses some methods of teaching foreign languages, as well as modern Western methods in teaching English.

Annotation: This investigated paper dedicated to the history of English language teaching methods. The work structurally consists from Introduction, 2 chapters and conclusion. The main part of the research contains information about methods of foreign language teaching as an applied, not a pure, science, since it is the scientific study not of language or of definite languages, but of the ways and means which can be used in teaching in order to facilitate, accelerate and generally make effective the assimilation by the learners of foreign languages as used by the native speakers and as scientifically studied and systematized in linguistics. The results of the work could be find at the conclusion part of the workAnnotation: This investigated paper dedicated to the history of English language teaching methods. The work structurally consists from Introduction, 2 chapters and conclusion. The main part of the research contains information about methods of foreign language teaching as an applied, not a pure, science, since it is the scientific study not of language or of definite languages, but of the ways and means which can be used in teaching in order to facilitate, accelerate and generally make effective the assimilation by the learners of foreign languages as used by the native speakers and as scientifically studied and systematized in linguistics. The results of the work could be find at the conclusion part of the work.

This article describes in detail the basic concepts of foreign language teaching methods, the basic principles of foreign language teaching and the general didactic principles of foreign language teaching methods.

This article describes the methods used in foreign language teaching and their importance.

Teaching Turkish as a foreign language (TTFL) has recently gained much importance in modern life. For some reason, a large number of people and students with dissimilar background come from other countries so as to start off a new life primarily in İstanbul and/or many other cities in Turkey. Many of whom need to ensure their arrival and long term accommodations by visiting a language center. Some language institutes and foreign language centers, therefore have been trying to meet these needs and give a certificate in accordance with European language portfolio (ELP) levels. Through this paper it was attempted to clarify some certain questions showing up in this teaching performance of this outstanding language “Turkish”: “What type of challenges foreign students face in Turkish courses and how language teachers/instructors help them to get through these problems, what activities teachers carry out in the classroom and what materials and games they use in courses.” This paper reports the findings of a study aiming to reveal what mistakes the students make while learning their first, second or even more foreign languages and this study evaluates them through the more frequently used language teaching methods. Abbreviations: TTFL: Teaching Turkish as a Foreign Language L: Language FL: Foreign Language

L’objectif de cet article est de donner un aperçu historique sur les courants d’apprentissage qui ont marqué plusieurs domaines ces deux derniers siècles, et dont les méthodes d’enseignement des langues étrangères se sont largement inspirées. Enseigner et apprendre une langue étrangère a toujours été la préoccupation majeure des responsables exerçant dans le secteur éducatif. Trouver une méthode unique, parfaite et convenable à l’ensemble des apprenants était le centre d’intérêt de la plupart des chercheurs tous profils confondus, linguistes, pédagogues ou formateurs. Trois grandes théories d’apprentissage ont réellement bouleversé le domaine de l’éducation et spécifiquement le champ de l’acquisition des langues étrangères. Ces trois courants sont respectivement le behaviorisme, le cognitivisme et le constructivisme. Chaque courant avait ses partisans et ses détracteurs selon le progrès réalisé au terme de leurs travaux de recherche. Les méthodes qui ont découlé de ces trois théories d’apprentissage ont également connu des hauts et des bas selon le degré de l’atteinte des objectifs escomptés. Au cours de la présente étude, nous projetons de contourner, dans un ordre chronologique, les différentes méthodes et approches, provenant des trois courants, et pratiquées dans l’enseignement des langues étrangères. Notre attention sera focalisée sur l’étude de la méthode audio-orale, la méthode audio-visuelle, l’approche communicative et l’approche par compétences. Nous proposons aussi, dans cet article, une discussion dont l’intérêt et d’élucider les circonstances qui ont mené à la réussite ou à l’échec de telle ou telle méthode. Nous nous arrêterons également sur les réussites et les limites de chacune de ces méthodes. La conclusion fera l’objet d’une réflexion sur l’ensemble des points abordés dans l’article tout en proposant une ouverture sur d’autres solutions pouvant améliorer l’enseignement/apprentissage des langues étrangères.

The purpose of this thesis is to find innovative ways of teaching foreign languages in Czech elementary schools. The thesis aims to discover new concepts for teaching, which derive from the principals of CLIL - Content and Language Integrated Training, reflects scholarly findings derived from studies relating to language acquisition and also takes into consideration the needs and specifics of the Czech educational system. The thesis presents a proposal of a new teaching method: Prime Language Acquisition - PrimeLA. Key words: language acquisition, L1 acquisition, L2 acquisition, L3 acquisition, foreign language teaching, CLIL, elementary education

Armed conflicts occurring in the world should be analyzed from different points of view including linguistic understanding of the concept “military/armed conflict”. The objective of the study is to find the ways to develop university students’ skills to model the concept “military/armed conflict”. The process of teaching students to construct the concept involves three stages: 1) shaping the topical sphere of the concept with the help of scientometric analysis of journal articles and media texts; 2) demonstrating the procedure of concept modelling; 3) collecting the lexical units from media texts, analyzing their meanings for making concept model; comparing the structure and the content of German and Russian concepts. The scientometric method implied to the concept analysis allows figuring out the most general topics connected with the concept. Political issues, international relations, society, education, religion, health and medical problems, history, security are the most frequent general topics connected with the concept under study. The continuous sampling method is used to select and collect the language means related to the concept “military/armed conflict”. To construct the concept the modelling method is employed. In the concept structure the core, semicore and peripheral zones are distinguished.