Didaktika PDF

TERMINOLOGY 0 listening - ability to decode the meaning of an audio string speaking - ability to encode thoughts and concepts into oral form writing - ability to encode thoughts and concepts into written form reading - ability to decode meaning of a written string receptive: reading, listening pro...

TERMINOLOGY 0 listening - ability to decode the meaning of an audio string speaking - ability to encode thoughts and concepts into oral form writing - ability to encode thoughts and concepts into written form reading - ability to decode meaning of a written string receptive: reading, listening productive: speaking, writing approach - theory how a language should be teached - CLT method - way of implementing the approach (syllabus, progression…) - functional syllabus technique - specific practical classroom activities and tasks - roleplay ;) Teaching grammar a) implicitly - no overt grammar explanation b) explicitly - inductively (provide specific examples, then ask students to deduce the rule) / deductive approach (overtly explain the rules first, then provide specific examples) Accuracy x fluency: F - natural use of language, achieving communication, meaningful use, linking language to context… A - focuses on correct formation, practice language OOC, control choice, do not require meaningful communication… F: role-play dialog ;) A - dialog wh- question, choosing right tense Acquisition x learning Acquisition - subconscious, informal, uses grammatical feel, depends on attitude, stable order of acquisition Learning - conscious, formal, use grammatical rules, depends on aptitude, simple to complex order of learning feedback - specific, factual, descriptive, understood by receiver, timed, sensitive, constructive LESSON PLANNING 1 What is set: learner (class, number, time, pace…), aims + objectives, material What can be modified: activities (content, form, linking, feedback…) Varying a lesson: tempo, organisation, mode and skill, difficulty, topic, mood, stir-settle, active-passive Main problems: time + class management, linking activities, anticipation, flexibility, final feedback + objectives Why to plan: - to know what to do - to link the lessons - to get feedback and learn from own mistakes, - to have all materials and aids ready - security and confidence is passed on the pupils Types: a)​ long term planning - semester/year b)​ short term planning - 1 unit (define goals in all areas, choose methods, evaluate materials -​ lesson planning (define goal first, then find methods) What to do/remember: 1)​ knowing the class - standard (age, level, number…) / specific (dynamics, HW, links, feedback…) 2)​ lesson goal and content - topic, skills creativity, strategies… 3)​ choice of activities and material - objectives, organisation, transitions, feedback… 4)​ student’s and teacher’s feelings: cooperation, enjoyment, talk time Final evaluation criteria: -​ goals met -​ Ss’ level of activity -​ Ss’ motivation and eagerness -​ organization and success -​ mistake awareness STRATEGY FOR EDUCATION POLICY OF THE CZ UP TO 2030+ 3 Reduction of the total amount of learning Issues: -​ curriculum information overload -​ redundant knowledge and information -​ no time to cover all the materials, no space for students to acquire the knowledge, understand it and apply it Aim: -​ focus on outcomes - reducing overall volume of the curriculum -​ adapting education to societal changes - content, methods, and forms -​ motivation -​ working with errors -​ individualisation of education  -​ efficiency for teachers - creating time for teachers’ work, deeper understanding and mastering of materials, individualisation of teaching Modernised curriculum content Aim: -​ modernised, coherent and, above all, clearly defined curriculum content -​ creative activities and teamwork -​ students developing critical thinking - linking science and mathematics -​ learning outside of school -​ creative learning methods School modernisation and equipment Aim: -​ prepare and sufficiently support schools for the transition - modernisation and equipping of schools Transforming Educational Content, Methods, and Assessment Aim: -​ revise curricula to prioritize critical thinking, problem-solving, and practical application of knowledge over rote memorization, including integrating digital literacy and interdisciplinary subjects, and reforming assessment methods to evaluate competencies Ensuring Equity in Access to Quality Education Aim: -​ address regional and socioeconomic disparities by creating an inclusive environment that allows all students equal access to high-quality education, involving removing barriers and providing support to maximize each student's potential Supporting Teaching Staff (hlavy by pomohly podle mě nejvíc) Aim: -​ enhance teacher preparation and ongoing professional development, reduce administrative burdens, and provide adequate resources to enable educators to focus on effective teaching and student engagement Enhancing Professional Capacities, Trust, and Cooperation Aim: -​ foster collaboration among educational institutions, teachers, students, parents, and the broader community to build trust and improve the overall quality of education Increasing Funding and Ensuring Stability Aim: -​ secure stable and sufficient funding for the education system to support the implementation of strategic goals effectively and sustainably CEFR 3 -​ standardized framework for describing and assessing language proficiency across different languages -​ focuses on what learners can do at different stages of language proficiency, rather than what they cannot do Proficiency levels: Basic user - A1 (Beginner), A2 (Elementary - aka většinou Matějova věková kategorie) Independent user - B1 (Intermediate), B2 (Upper-Intermediate) Proficient user - C1 (Advanced), C2 (Proficient) Competencies for each proficiency level Listening: Understanding spoken language Reading: Comprehending written texts Speaking: Communicating effectively, which includes: -​ Spoken Production: Speaking independently -​ Spoken Interaction: Conversing with others Writing: Producing written texts Each skill area is described in terms of specific tasks or functions that learners can perform at each level, example: -​ A1 Listening: Can recognize familiar words and very basic phrases when spoken slowly and clearly -​ C2 Speaking: Can express themselves spontaneously, fluently, and precisely, even in complex scenarios Objectives: -​ promoting plurilingualism -​ plurilingualism = the usage of 2 and more languages in day to day life -​ developing and reviewing the content of language curricula -​ designing and developing textbooks -​ supporting cooperation between teachers of other languages -​ enhancing quality -​ transparency in testing - comparable certifications ACQUISITION THEORIES 4 BEHAVIORISM - language as learnt behavior by means of environmental influence learning by associating words with meanings Classical conditioning - unconditioned stimulus + response is manipulated with conditioned stimulus to created conditioned response Operant Conditioning - controlled response with reward/punishment system according to the behavior Key aspects: -​ repetition -​ imitation -​ conditioning and reinforcement -​ habit formation -​ drills and exercises -​ controlled input -​ immediate feedback -​ error correction NATIVISM - belief, that humans are biologically predisposed to acquire language LAD - Language Acquisition device - part of brain responsible for L1 acquisition -> then called Universal grammar - a certain set of structural rules innate to humans Critical period - time which language develops readily and after it’s more difficult (5-puberty) Key aspects: -​ innate language faculty -​ implicit learning -​ focus on syntax -​ minimal instruction CONSTRUCTIVISM - learning as a active process, development is socially situated and knowledge is constructed through interaction with others The zone of proximal development (ZPD) is the range of tasks a learner can achieve with guidance but cannot accomplish alone. It highlights the importance of support from teachers or peers to help the learner grow and develop new skills. Key aspects: -​ action- oriented -​ cooperative learning -​ learner-centred -​ process-related -​ authentic and complex learning environment Typical activities: oral presentation, role playing, situational and contextual… MONITOR MODEL 5 hypotheses on L1 acquisition  1)​ Learning and acquisition - Acquisition is more important than formal learning for fluency 2)​ Monitor - Learned language acts as a monitor or editor to self-correct speech, but its use is limited by time, focus, and rule knowledge 3)​ The Natural Order Hypothesis: Language elements are acquired in a predictable sequence. 4)​ The Input Hypothesis: Language acquisition occurs when learners are exposed to input slightly beyond their current proficiency level (i+1) 5)​ The Affective Filter Hypothesis: Emotional factors like anxiety or motivation can affect how much input is processed and acquired. NEUROSCIENCE AND ELT 5 How does brain work -​ synapses = structures in the brain where neurons (nerve cells) communicate with each other -​ 1 cell = 200k synapses, 1 brain = 100 billion synapses -​ 50 neurotransmitters = chemical messengers in the brain and nervous system that transmit signals between neurons Lateralization -​ Right hemisphere: visual memory, images, emotional + social functions -​ Left hemisphere: semantic memory, intellectual, logical, analytic functions, language, information processed and expressed in words RIGHT HEMISPHERE​ ​ ​ ​ ​ LEFT HEMISPHERE Hemispherectomy = procedure in which one cerebral hemisphere (half of the brain) is removed or functionally disconnected to treat severe neurological disorders, such as intractable epilepsy. Despite the removal, the remaining hemisphere can often adapt over time, allowing patients to regain many functions Language and brain function -​ different for decoding and production -​ cortex areas selectively respond to human voice Speech listening -​ left-side temple cortex - Wernicke area -​ reacts to the sound -​ if the sound is recognised as speech, the frontal parts of the same area are activated Written text recognition -​ image analysis first (occipital lobes), then prevailing left-side (occipital temporal cortex) Speech production -​ between temporal and lower occipital lobes Laterality -​ using one side of the body over the other, such as favoring one hand, foot, eye, or ear -​ arises from the specialization of the brain's hemispheres; the left hemisphere typically controls the right side of the body and vice versa -​ plays a key role in motor skills, language, and spatial abilities -​ right-handedness: -​ left hemisphere, which controls the right hand, is dominant in most people and is associated with language and fine motor skills  -​ societies often encouraged or enforced right-handedness -​ more right-handed people Hemispheres Left h.: -​ syntax -​ phonology -​ producing and understanding speech Right h.: -​ lexis -​ able to take over some functions if left h. is damaged Dyslexia -​ Right-hemispheric -​ recognition of form prevails and lingers -​ perception, identification of letters and content is not remembered -​ Left-hemispheric -​ linguistic mechanism prevails -​ speech analysis, memory, guessing, semantic-syntactic strategy -​ tohle nechápu dopici, zabiju se, jak jakože dyslexie může postihnout levou a pravou rozděleně a je v tom rozdíl?! každopádně v levý neslyšíš a v pravý nevidíš ig? ještě chybí na třetí opice, to by to asi postihlo obě hemisféry a byl bys mute Bilingualism -​ second language on the same level in the same cortex are -​ depends on the level of mastering not the age of acquisition -​ language specifics do not make any difference -​ at this point tu je přepsaná jen ta prezentace, já už fucked nevím (haha, chápeš, bilingual vtípeček) hezky Kami Wernicke’s area -​ location: posterior part of the left superior temporal gyrus in the temporal lobe of the dominant hemisphere -​ functions: -​ language comprehension (spoken or written) -​ mental dictionary - vocabulary and word meanings -​ combines auditory and visual info -​ links words to their meanings -​ connection to Broca’s area: -​ linked by the arcuate fasciculus, enabling fluent language production -​ transmits processed language information to Broca’s area for speech production -​ Wernicke’s aphasia: fluent but nonsensical speech and impaired comprehension Broca’s area -​ location: left inferior frontal gyrus in the frontal lobe  -​ functions: -​ language production and organizing motor commands for speech and writing -​ grammatical processing and sentence construction -​ muscle movements for articulation via the motor cortex -​ supports working memory during language tasks to maintain coherence -​ connection to Wernicke’s area: -​ linked by the arcuate fasciculus, enabling fluent language production -​ Broca’s aphasia: difficulty producing fluent speech, fragmented sentences, but intact comprehension APPROACHES AND METHODS IN ELT 6 Definitions: strategies - specific methods of approaching a problem, vary intra-individually style - consistent and enduring tendencies or preferences process - every human being is engaged in learning Learning styles: reflective x intuitive R: weighing consideration before answers, need more time I: click and run, impulsive field-dependent/global/holistic - whole picture, general view field-independent/sequential/analytic - concentrating on separate items, increases with maturity autonomous - self-directed, own responsibility, proactive, independent authority-dependent - rely on someone, passive, needs guidance auditory visual kinesthetic Teaching methods: Grammar-translation - focus on: translating, reading, writing intellectual training understanding the system Audio-lingual method - based on behaviorism, error-free utterances, repetitive drills, focus on pronunciation, focus on language, grammar not explained Direct method - everyday situation + content demonstration, objects, pictures not systematic Situational l. teaching + Oral approach - practical command of LSRW the spoken form better presenting new stuff situationally simple grammar before complex systematic, structured Suggestopedia - acquired through suggestion, suitable for adults - taking a different role comfortable environment CLT - set of principles about the goals of teaching, how learners learn language + roles of teachers and learners in the classroom Goals: communicative competence (grammatical one isn’t enough) - how to use language for a range + different purposes, vary languages in different settings and to different speakers, how to produce and understand different types of texts, how to maintain communication Task-Based Language Teaching (TBLT) is an approach to language instruction that focuses on using meaningful tasks to promote learning. Instead of emphasizing explicit grammar rules, TBLT engages learners in real-world activities, such as solving problems, conducting interviews, or writing letters, where language is a tool to complete the task. The approach consists of three main stages: 1.​ Pre-task: The teacher introduces the topic and task, providing instructions and relevant vocabulary or structures. 2.​ Task cycle: Learners complete the task in pairs or groups, focusing on communication and fluency rather than accuracy. 3.​ Post-task (or language focus): Learners reflect on language use, and the teacher may highlight specific forms or provide feedback. Content and Language Integrated Learning (CLIL) is an educational approach where students learn a subject and a second language simultaneously. In CLIL, subject content (such as history, science, or geography) is taught in a target language, enabling students to develop both language proficiency and subject knowledge. It emphasizes four key components, known as the 4Cs framework: 1.​ Content: Subject matter or topic being taught. 2.​ Communication: Language use and development through interaction and task-based learning. 3.​ Cognition: Thinking skills required to understand and apply knowledge. 4.​ Culture: Awareness and appreciation of different cultural contexts. Blended Learning combines traditional face-to-face instruction with online learning components, providing a more flexible and personalized educational experience. It integrates the best aspects of both approaches—offering direct teacher interaction and digital tools for self-paced study, interactive resources, or virtual collaboration. Lexical approach is a way of analysing and teaching language based on the idea that it is made up of lexical units rather than grammatical structures. COMMUNICATIVE APPROACH 7 Information Gap activities: like IRL communication, you communicate to get new information that you don’t know (A/B students, different cards) Authentic materials - in order to transfer info from classroom to IRL, teacher should use authentic materials (real newspaper article, listening to news broadcast…) - roleplay TEACHING LISTENING 8 W - warm up - build the student’s interest and get them ready to learn - introduction of topic P - presentation - presentation of new content, fun activities, using model P - practice - practice presented stuff, fun/repetitive/interactive, visual aids :/ P - production - production without the teacher’s help, no aids :), role-plays ;) W - wrap up - bring lesson to end, summarize, reflect, review… LISTEN AND DO TASK - task, where students immediately response to the assessment - physically or tangibly Advantages: active engagement, multi-sensory learning, comprehension, real-life task simulation Disadvantages: limited language production, task design, practical constraints Goals of listening activities: 1.​ Comprehension: The primary goal is to develop learners' ability to understand spoken English in various real-life contexts, including conversations, lectures, media, and everyday communication. 2.​ Communication: Enhance learners' listening skills to promote effective and meaningful communication in English, both as speakers and as active participants in conversations. 3.​ Cultural Awareness: Foster cultural awareness and sensitivity by exposing learners to different accents, cultural norms, and communication styles that exist in the English-speaking world. 4.​ Confidence: Build learners' confidence in their ability to listen and comprehend English, thereby encouraging active engagement in language use. 5.​ Critical Thinking: Encourage critical thinking and problem-solving skills by teaching learners how to extract essential information, infer meaning from context, and identify main ideas. 6.​ Language Proficiency: Support the development of overall language proficiency by integrating listening skills into the four language skills (listening, speaking, reading, and writing) and language components (vocabulary, grammar, and pronunciation) Objectives: vocabulary, pronunciation, note-taking, listening strategies, cultural understanding, engagement… Key features: authentic materials, active engagement, feedback, accurate pronunciation, progressive difficulty… Native speaker +​ - fluency + pronunciation, cultural knowledge of the language, spontaneous language use - - less understanding of the challenges, lack of formal grammar knowledge, may lack teaching qualification Non-native speaker -​ empathy with learners, experience with learning, bilingual skills +​ fluency + pronunciation limitation, less cultural insight Pre-Listening Stage The pre-listening stage prepares learners for the listening task by activating prior knowledge, setting a purpose, and introducing key vocabulary or concepts. Activities may include: ​ Discussing the topic or predicting content based on a title or picture. ​ Teaching key words or phrases to aid comprehension. ​ Asking guiding questions to focus attention on specific information. While-Listening Stage In the while-listening stage, students actively listen to the audio or video and complete tasks that help them process the content. Activities may include: ​ Listening for the main idea (gist). ​ Identifying specific details or answers to questions. ​ Taking notes or completing a graphic organizer.​ This stage helps learners develop listening strategies like skimming, scanning, and inferring meaning. Post-Listening Stage The post-listening stage involves reflection, discussion, or applying what was learned to other contexts. Activities may include: ​ Discussing the content in pairs or groups. ​ Answering comprehension questions or summarizing the material. ​ Extending learning through writing or role-play based on the audio content TEACHING SPEAKING 9 Goals:  1.​ Communication Proficiency: The primary goal is to develop learners' ability to communicate effectively in spoken English, enabling them to engage in real-life conversations and interactions. 2.​ Fluency: Foster the development of fluency, allowing learners to speak confidently and coherently without undue hesitation. 3.​ Accuracy: Promote linguistic accuracy by helping learners use correct grammar, vocabulary, and pronunciation while speaking. 4.​ Cultural Competence: Encourage cultural awareness and sensitivity to enable learners to navigate and understand the cultural nuances of English-speaking countries. 5.​ Real-World Application: Prepare learners to apply their speaking skills in practical, everyday situations, such as social interactions, job interviews, and travel scenarios. 6.​ Confidence: Build learners' self-confidence and willingness to engage in English conversations without fear of making mistakes. Objectives: speaking fluently, vocabulary, cultural awareness, role-play simulation, pair and group activities, motivation Key features: IRL communication, simulation, fluency, culture topics, autonomy, listen and speak… Pre-Speaking Stage The pre-speaking stage prepares learners for speaking by providing context, activating background knowledge, and introducing relevant language structures or vocabulary. Activities may include: ​ Brainstorming ideas or discussing a topic in pairs or groups. ​ Learning useful phrases or sentence structures for the task. ​ Practicing pronunciation of key words or expressions. While-Speaking Stage In the while-speaking stage, learners engage in speaking activities focused on fluency, communication, and task completion. Activities may include: ​ Participating in dialogues, debates, or role-plays. ​ Giving a presentation or delivering a speech. ​ Completing a task that requires interaction, like an interview or group discussion.​ The emphasis here is on using language for real-time communication and applying strategies for clarity and fluency. Post-Speaking Stage The post-speaking stage involves reflecting on the speaking performance, receiving feedback, and reinforcing language learning. Activities may include: ​ Self-assessment or peer review using checklists or rubrics. ​ Discussing what went well and areas for improvement. ​ Repeating the speaking task with improvements or writing a reflection on the experience. TEACHER READING 10 Goals: 1.​ Comprehension: The primary goal is to develop learners' ability to comprehend written English texts of varying complexity, including newspapers, literature, and academic content. 2.​ Vocabulary Expansion: Enhance learners' vocabulary by exposing them to new words and expressions within the context of reading materials. 3.​ Critical Thinking: Promote critical thinking by teaching learners to analyze and evaluate information, identify main ideas, and make inferences from the text. 4.​ Cultural Awareness: Foster cultural awareness by exposing learners to diverse topics, perspectives, and cultural nuances in English-language texts. 5.​ Language Proficiency: Integrate reading skills with other language components, such as speaking, listening, writing, grammar, and pronunciation, to enhance overall language proficiency. Objectives: reading strategies, comprehension, autonomy, reflective reading, vocabulary acquisition, content exploration… Scanning = quickly locating specific information; Skimming = quickly grasping the main ideas and structure of a text Pre-Reading Stage The pre-reading stage prepares learners for the text by activating background knowledge, setting a purpose, and introducing key vocabulary. Activities may include: ​ Predicting content from the title, headings, or images. ​ Discussing related topics or answering guiding questions. ​ Teaching essential words or phrases to aid comprehension. While-Reading Stage In the while-reading stage, students actively engage with the text to extract meaning and develop reading strategies. Activities may include: ​ Skimming for the main idea or general understanding. ​ Scanning for specific details or key information. ​ Answering comprehension questions or filling in graphic organizers. Post-Reading Stage The post-reading stage involves reflecting on the content, analyzing the text, and applying the information to other contexts. Activities may include: ​ Summarizing the text or discussing its themes and implications. ​ Connecting ideas from the text to personal experiences or current events. ​ Completing follow-up tasks like debates, creative writing, or research. Specifics of authentic material: not targeted for teaching, 3rd party, just about some topic TEACHING WRITING 11 Goals: 1.​ Effective Communication: The primary goal is to equip learners with the ability to communicate effectively through the written medium, conveying their thoughts, ideas, and messages in English. 2.​ Grammar and Syntax: Promote linguistic accuracy by teaching learners to use correct grammar, syntax, and vocabulary in their writing. 3.​ Creative Expression: Encourage creative and imaginative expression in writing, allowing learners to develop their unique voice and style. 4.​ Academic and Professional Writing: Prepare learners to write effectively for academic and professional purposes, such as essays, reports, emails, and other formal documents. 5.​ Critical Thinking: Foster critical thinking skills by teaching learners to analyze and organize their thoughts, evaluate information, and construct logical arguments. Objectives: writing fluently, text structure, research and citations, motivation and creativity, critical analysis, editing and revision… Key features: grammar and syntax, creativity, development method, collaborative writing… Types: A1/A1 - picture stories, drawing, sentence building A2/B1 - email, letter, simple narrative, B1/2,C1 - opinion essays, advanced narrative, review C1 - research paper, story, creative writing prompts Pre-Writing Stage The pre-writing stage helps students generate ideas, plan content, and organize their thoughts before starting to write. Activities may include: ​ Brainstorming ideas individually or in groups. ​ Creating an outline or mind map to organize thoughts. ​ Discussing the purpose, audience, and format of the writing task. While-Writing Stage In the while-writing stage, students focus on composing their text based on their plan, emphasizing content development and coherence. Activities may include: ​ Writing a first draft without worrying too much about errors. ​ Applying strategies for paragraph structure, topic sentences, and transitions. ​ Incorporating vocabulary and sentence structures suited to the writing type (e.g., narrative, persuasive). Post-Writing Stage The post-writing stage focuses on reviewing, revising, and polishing the text. Activities may include: ​ Editing for grammar, punctuation, and spelling errors. ​ Revising for content, clarity, and coherence based on peer or teacher feedback. ​ Publishing or sharing the final product with others or reflecting on the writing process. TEACHING VOCABULARY 12 Key principles:  -​ contextualization -​ repetition -​ clear and simple definition -​ categorization -​ use visual aid -​ engagement -​ use in context -​ variety of activities -​ personalization -​ listening and pronunciation Teaching strategies: contextual learning, visualisation, thematic instruction, storytelling, word maps… Learning strategies: flashcards, active engagement, peer collaboration, use in writing, spaced repetition, word pronunciation, word journal… MOTIVATION IN ELT 13 Motivation = internal drive to pursue and action ​ motivated learner - is willing to invest effort in learning activities and to progress ​ mechanism: desire - effort- achievement Categories: ​ extrinsic vs. intrinsic (environment vs. individuality) ​ positive vs. negative (praise vs. punishments, success vs. failure) ​ integrative vs. instrumental ​ global vs. situational vs. task (long-term vs. short-term goals: long-term goals easier to teach) Extrinsic Motivation derived from external incentives, partially inaccessible for the teacher ​ integrative - target language culture integration = goal ​ instrumental - job, position, status ​ parents ​ peers ​ previous experience ​ penalty and reward Intrinsic Motivation the urge to engage in the learning activity for its own sake or out of the student's free choice ​ physical conditions - space, light, board, display, textbook... ​ method - boredom, confidence, expectations ​ teacher - positive or negative attitude of the Ss (interesting, fair, expert, relationship T-S, personality) LEARNING STYLES IN ELT 14 1. Grammar-Translation Method ​ Focus: Translating, reading, writing, intellectual training ​ Instruction Language: L1 as medium ​ Purpose: Reading and writing proficiency 2. Direct Method (Late 19th to Early 20th Century) ​ Focus: Everyday vocabulary, grammar ​ Instruction Language: L2 only ​ Methods: Demonstration, objects, pictures 3. Audio-Lingual Method (1940s to 1960s) ​ Focus: Habit formation, pronunciation, error-free utterances ​ Key Aspects: Repetitive drills, language labs ​ Advantages: Strengthens listening/speaking, effective for beginners ​ Disadvantages: Limited focus on meaning 4. Suggestopedia (1970-present) ​ Focus: Positive atmosphere, music, games, dramatic play ​ Advantages: Reduces psychological barriers ​ Disadvantages: Perceived as impractical 5. Communicative Language Teaching (CLT) (1970s to Present) ​ Focus: Communication skills through role play ​ Advantages: Develops all language skills ​ Disadvantages: Lacks explicit grammar instruction 6. Task-Based Language Teaching (TBLT) (1980s to Present) ​ Focus: Learning through meaningful tasks ​ Advantages: Real-world language application ​ Disadvantages: Requires careful task design 7. Content and Language Integrated Learning (CLIL) (1990s to Present) ​ Focus: Integrating content subjects with language learning ​ Advantages: Develops dual proficiency ​ Disadvantages: Requires collaboration between teachers 8. Lexical Approach (1990s to Present) ​ Focus: Emphasis on vocabulary and communicative principles ​ Advantages: Enhances fluency ​ Disadvantages: May need grammar instruction 9. Blended Learning (2000s to Present)  ​ Focus: Integrating face-to-face with online learning ​ Advantages: Flexibility and personalized learning ​ Disadvantages: Requires infrastructure Contemporary Approach ​ Eclectic Approach: Integrates various methods based on learner needs ​ Principles: Incorporates CLT, authentic materials, and technology ​ Focus on: Critical thinking and cultural context Eclectic Approach Advantages ​ Flexibility in adapting methods ​ Customization for diverse learners ​ Practicality for various teaching situations ​ Comprehensive learning enhances language skills ​ Teacher autonomy in method selection ​ Adaptability to educational changes Eclectic Approach Disadvantages ​ Potential lack of coherence in teaching philosophy ​ Inconsistency in teaching methods ​ Training challenges for effective implementation ​ Time-consuming planning and preparation ​ Assessment issues across different methods ​ Dependence on teacher's intuition Mazej nahoru se učit - rozkaz kapitáne