Subjective perception of selected phenomena in the Czech language

This article describes the didactic and scientific context in which the development of Czech studies in Latvia took place and authors accumulated their experience to write the new practical Grammar of Czech Language in Latvian. 25 years have passed in 2022 since teaching the Czech language began at the University of Latvia, and 2022 also marked the 20th anniversary of the Centre of Czech and Polish Studies at the University of Latvia. The article presents a list of the most important publications related to the Czech language and describes the specifics of teaching the Czech language in Latvia. Practical Grammar of Czech Language is the result of more than 20 years of teaching Czech as a foreign language to Latvian students. The author and the editor of the Grammar presents how the didactic experience they have accumulated gradually took the form of a teaching aid, how it was written and what the main criteria were when selecting and preparing the material. The book consists of two different parts: the first, shorter part, generally describes the system of the Czech language and history of its development; the second part presents a detailed description of all parts of speech of the Czech language. The types of declensions and conjugations are grouped in easy to perceive tables, examples of word usage in sentences are also presented. The appendix to the grammar contains lists of the most commonly used lexemes, as well as lists of interlingual homonyms and references that may be useful when mastering the Czech language. At the end of the article, the authors outline the prospects of their further work, mainly related to the comparative aspect of the Czech and Latvian languages.

BOOK REVIEW Paul Nanu and Emilia Ivancu (Eds.) Limba română ca limbă străină. Metodologie și aplicabilitate culturală. Turun yliopisto, 2018. Pp. 1-169. ISBN: 978-951-29-7035-3 (Print) ISBN: 978-951-29-7036-0 (PDF).

The high level of personal involvement required by the foreign language learning process is even more difficult for our universities, where the demands of the academic environment are so high that not all graduate students acquire the necessary competencies to meet these requirements. The purpose of the article is to explore the background for acquiring foreign language competence in the academic environment and to obtain the necessary information necessary for further research. The research methodology is based mainly on theoretical methods, such as analysis of scientific papers and publications to identify the main problems of the article. The classification method is used to classify the main points of view on the selected problem. The broader goal of language education is independent communication in a foreign language, which is based on the premise that language skills learned in classrooms are easy to transfer to real situations, and that graduate students will gain the necessary experience at the end of the language program. But this is not the case, and the practical results of the acquired skills of communication in a foreign language almost always do not meet the language expectations of the applicants. The current state of educational services indicates a significant increase in the need for high-quality post-graduate education, which will provide the applicant with relevant competencies relevant to the academic environment. Today the aim of post-graduate education is not only the growth of usage of lexical and grammar materials in the training of a competent specialist. In theory, post-graduate education established the imperative of the competence-based approach, while practically communicative competencies aren't directed to the process of inclusion of PhD students in professional culture are underestimated and incomplete extent implemented by them in the academic educational environment.

Young scholars from Moscow, St. Petersburg, Smolensk, Kazan, Minsk (Republic of Belarus), Budapest (Hungary) took part in the “Linguistics” section. A wide range of topical issues of Slavic linguistics were discussed in four thematic sessions. The first was devoted to contact linguistics and language policy issues. The results of field and corpus research were presented. The speakers paid special attention to issues of epigraphy in ethnically mixed regions. Language policy in Upper Silesia after World War II was also discussed. The analysis of the accent system of the Upper Sorbian language and the study of contact phenomena in the Czech language were based on corpus material. The next session brought together reports that developed the problems of ethnolinguistics and toponymy of Slavic areas. The features of the folk culture of the Macedonians, Bulgarians, and Eastern Slavs were highlighted. Chinese folk ideas about the crane were presented against the background of associations that arise in connection with this bird among modern Belarusians. On the second day of the conference, issues of grammar, lexicology and pragmatics were discussed. Borrowings in the Czech and Bulgarian languages were examined, the pragmatics of the headlines of the modern Polish press were analyzed, archaic and innovative phenomena in the system of Slovenian clitics were discussed, strategies were proposed to help the teacher of the Russian language in a Serbian-speaking audience explain the correspondences between Russian and Serbian verbs of speech. The final session was devoted to the language of written and printed documents, as well as the diachronic study of the semantics of some lexemes. The features of the Slavic translation of the life of St. Gregory of Sinai, the graphic and orthographic features of the Apostolus Christinopolitanus of the 12th century were discussed in detail, and a strategy for studying biblical quotations in Church Slavonic grammars of the 16th–17th centuries was proposed. Versions of the origin of the adjective “хороший” (“good”) and the adverb “зря” (“in vain”) were also analyzed. Active discussion of reports within the framework of discussions in the hall and during informal communication between sessions indicates the relevance of the scientific event.

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. Furthermore, it suggests possible outcomes, such as creating classroom activities and encouraging student motivation, of utilizing CLT to teach English in a university context. References Abahussain, M. O. (2016). Implementing Communicative Language Teaching Method in Saudi Arabia: Challenges Faced by Formative Year Teachers in State Schools. (PhD). University of Stirling, Scotland. Abrejo, B., Sartaj, S., & Memon, S. (2019). English Language Teaching through Communicative Approach: A Qualitative Study of Public Sector Colleges of Hyderabad, Sindh. Advances in Language and Literary Studies, 10(5), 43–49. https://doi.org/10.7575/aiac.alls.v.10n.5p.43 Ahn, S. Y., & Kang, H.-S. (2017). South Korean university students’ perceptions of different English varieties and their contribution to the learning of English as a foreign language. Journal of Multilingual and Multicultural Development, 38(8), 712-725. https://doi.org/10.1080/01434632.2016.1242595. Al-Nasser, A. S. (2015). Problems of English language acquisition in Saudi Arabia: An exploratory-cum-remedial study. Theory and Practice in Language Studies, 5(8), 1612- 1619. Alsalmi, A. A. (2014). Challenges confronting teachers of English language. (Master). Taif University, Taif. Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press. Batawi, G. H. (2007). Exploring the use of CLT in Saudi Arabia. (Master). American University of Sharjah, Sharjah. Borg, S. (2017). Teachers’ beliefs and classroom practices. In The Routledge handbook of language awareness, (pp. 93-109): Routledge. Brandl, K. (2019). Communicative Language Teaching in Action: Putting Principles to Work. Pearson Education, Inc. Brandl, K., & Bauer, G. (2002). Students’ Perceptions of Novice Teaching Assistants’ Use of the Target Language in Beginning Foreign Language Classes: Preliminary Investigation. In W. Davis, J. Smith, & R. Smith (Eds), Ready To Teach: Graduate Teaching Assistants Prepare for Today and for Tomorrow (pp.128-138). Stillwater, OK: New Forums Press Brown, H. D. (2014). Principles of Language Learning and Teaching (6th ed.). White Plains, NY Pearson Education. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistic, 1(1), 1-47. Chomsky, N. (1957). Syntactic structures. Mouton. Courtney, D. (2020). Activities to Activate and Maintain a Communicative Classroom. English Teaching Forum, 58(1), 10-21. Dey, M. (2021). Psychological processes in language learning and teaching: Scoping review and future research directions. Journal of Psychological Perspective, 3(2), 105-110. Dey, M. (2023). The primary characteristics of English pragmatics in Applied Linguistics: Exploring the Key Features of English Pragmatics in Applied Linguistics. Inverge Journal of Social Sciences, 2(2), 1–13. https://doi.org/10.1022/ijss.v2i2.25 Dey, M., Amelia, R., & Herawati, Y. W. (2023). Challenging the'Native Speaker'Ideal: The Impact of Native Speakerism on Language Education. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa, 17(2), 232-245. Dos Santos, L. M. (2016). Foreign language teachers' professional development through peer observation programme. English Language Teaching, 9(10), 39-46. https://doi.org/10.5539/elt.v9n10p39. Dos Santos, L. M. (2017). How do teachers make sense of peer observation professional development in an Urban School. International Education Studies, 10(1), 255-265. https://doi.org/10.5539/ies.v10n1p255. Dos Santos., L. M. (2019). Science lessons for non-science university undergraduate students: An application of visual-only video teaching strategy. Journal of Engineering and Applied Sciences, 14(1), 308–311. https://doi.org/10.36478/jeasci.2019.308.311. Dos Santos, L. M. (2020). 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A comparison of learners’ and teachers’ attitudes toward communicative language teaching at two universities in Vietnam. University of Sydney Papers in TESOL, 7, 25-49. Jung, S. K., & Norton, B. (2002). Language planning in Korea: the new elementary English program. In Tollefson, J.W. (Ed.), Language policies in education: Critical issues (pp. 245-265). New Jersey: Lawrence Erlbaum Associates, Publishers. Kachru, B. (1992). World Englishes: approaches, issues and resources. Language Teaching, 25, 1–14. Kennedy, P. (2002). Learning cultures and learning styles: Myth-understandings about adult (Hong Kong) Chinese learners. International Journal of Lifelong Education, 21(5), 430-445. https://doi.org/10.1080/02601370210156745. Kiato, S. K., & Kiato, K. (1996). Testing Communicative Competence. The TESOL Internet Journal, 2(5). Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York: Oxford University Press. Lee, J. S., & Lee, K. (2019). Perceptions of English as an international language by Korean English-major and non-English-major students. Journal of Multilingual and Multicultural Development, 40(1), 76-89. Li, D. (1998). It’s always more difficult than you plan and imagine: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703.Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition. https://doi.org/19. 10.1017/S0272263197001034. Natividad, M. R. A., & Batang, B. L. (2018). Students’ Perceptual Learning Styles and Attitudes toward Communicative Language Teaching. TESOL International Journal, 13(4), 104-120. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25, 279–295. Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey. (Unpublished doctoral dissertation). University of Illiois at Urbana-Champaign, USA. Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman. Pham, H. H. (2007). Communicative language teaching: unity within diversity. ELT Journal, 61(3), 193-201. Phillipson, R. (1992). Linguistic imperialism. Oxford, England: Oxford University Press. Riggenbach, H., & Lazaraton, A. (1991). Promoting Oral Communication Skills. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 125-136). Los Angeles: University of California. Richards, J. C. (2006), Communicative language teaching today. New York: Cambridge University Press. Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Savignon, S. J. (1997). Communicative competence: Theory and classroom practice (2nd ed.). Sydney, NSW: McGraw-Hill. Saengboon, S. (2002). Beliefs of Thai EFL teachers about communicative language teaching. (Doctoral dissertation). Indiana University Bloomington, USA. Schulz, R.A. (1996). Focus on form in the foreign language classroom: Learners’ and teachers’ view on error correction and the role of grammar. Foreign Language Annals, 29(3), 333-364. Sawalmeh, M. H., & Dey, M. (2023). Globalization and the increasing demand for spoken English teachers. Research Journal in Advanced Humanities, 4(2). Spada, N., & Lightbown, P. M. (1989). Intensive ESL programs in Quebec primary schools. TESL Canada Journal, 7, 11-32. Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1), 179-192. Thompson, G. (1996). 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This article discusses the impact of the use of information and communication technologies on the educational process of learning foreign vocabulary. The educational and experimental work carried out with a group of students is presented, in the process of which online services and applications were introduced. During the study, the online service Quizlet was chosen. In conclusion, the results of the study are presented and analyzed, according to which the conducted educational experimental work demonstrates successful results in the development of certain lexical units and grammatical rules in a short time. On average, students increased their results by 16% compared to the initial test - the percentage of positive answers of students in the initial test varies from a minimum value of 40% to a maximum of 70%. According to the results of the first lesson, it can be noted that 67% of students have successfully mastered new lexical units. About 73% of students completed the final test with between 60% and 80% correct answers. These results indicate that the use of interactive services in the learning process is an effective method for learning foreign languages, since such programs use algorithms that affect all types of memory, which leads to more successful consolidation of lexical units, and the use of the Quizlet application in the educational process helps to increase the motivation of students, and thanks to the variety of exercises that this service offers, the process of learning a foreign language becomes simpler and more effective. It can be said with confidence that the use of information and communication technologies in the study of foreign languages significantly improves the formation and development of students' speech skills.

Background: Phraseology is a result of the life knowledge, folk wisdom of entire generations. It is a part of the spirit and material culture of each nation. As scientific discipline research idioms, which represents specific type of established vocabulary characterized by expressiveness, imagery and stability. Idioms have an irreplaceable place during adoption of communicative language competence, especially within its sociocultural and semantic field. Ignorance of idioms could lead to misunderstandings or incomprehension of certain communication situation among native speakers. The colors are all around us and they attract human attention for several thousand years. It is therefore logical, that color symbolism is projected in speech practice. Methods: Correct and fluent understanding is completely impossible without mastering a sufficient number of idioms, especially those, which belong to the phraseological core of the given language. First of all, we define the term collocation phrase and color, we conduct characteristics of color symbolism on example of chosen essential colors, and lastly we perform semantic analysis of selected collocation phrases with the color component in the Czech language. In the next part we focus on options of teaching the symbolism of colors in idioms as part of regular Czech language courses for foreigners according to the CEFR at the language level for an independent user. We present suggestion for possible didactic procedure � so-called phraseological five-minute plays. Results: Collocation idioms have positive influence on speech culture, emotionality and imagery of expression in both mother tongue and foreign language. Via these idioms is implemented during foreign language lessons dialogue of cultures. It is presented possibility of idioms usage with color components, such as white horse, black sheep, blue blood and others, within the process of learning the Czech language as a foreign language. Conclusions: Presentation of chosen results of the questionnaire named Colours around us, which was conducted in the April 2022. The respondents were students of the intensive Czech language course for foreigners on the Masaryk institute of advanced studies in Czech Technical University in Prague.

Neural Correlates for the Acquisition of Natural Language Syntax

Affordances of a New Language: Abbas Khider’s Claim to Community in<i>German for Everyone</i>

Using Tentative Language in English

This report makes an effort to raise concerns about the state of English instruction in India's rural and tribal institutions of higher education. Most rural schools and universities portray a deeply concerning image when it comes to the quality of English language instruction offered to their students. Important issues for effective English language instruction include teachers' own language skills, as well as their access to relevant information. The fact for students in rural areas is that they have it rough. They lack access to resources like language labs, audio-visual equipment, and the like, which are available to their metropolitan counterparts. Those living in rural areas tend to view the English language more as a subject than a language. It's one of their biggest challenges. The vast majority of students can only read English when it comes to exams. Actually, many students in rural areas have a fear of the English language, and many professors lack a linguistic perspective on their students' lives. Teachers are responsible for imparting linguistic skills to their students. Grammatical rules should be taught only after the language has been mastered. A language is more than a set of words that can be found in a dictionary. It also includes the norms and structures that link the many words we use. Humans use language to communicate. Language expresses thoughts, feelings, and emotions. This paper discusses the issues rural and tribal English teachers face. References Agnihotri, R. K., &amp; Khanna, A. L. (1995). English language teaching in India: issues and innovations. (No Title). Allen, J. P. B. (1988). Second Language Pedagogy. Azad, O. (2024). Using Communicative Language Teaching to Teach English as a Second Language to College Students. Inverge Journal of Social Sciences, 3(1), 28–44. Bhatt, R. M., &amp; Hancin-Bhatt, B. (2002). Structural Minimality, CP and the initial state in second language acquisition. Second Language Research, 18(4), 348–392. https://doi.org/10.1191/0267658302sr210oa Corder, R. A. (1972). English as a Foreign Language. Dey, M. (2021). Psychological processes in language learning and teaching: Scoping review and future research directions. Journal of Psychological Perspective, 3(2), 105-110. Dey, M., Amelia, R., &amp; Herawati, Y. W. (2023). Challenging the'Native Speaker'Ideal: The Impact of Native Speakerism on Language Education. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa, 17(2), 232-245. Sachdeva, A. K. (2002, September). Acquisition and maintenance of surgical competence. In Seminars in Vascular Surgery (Vol. 15, No. 3, pp. 182-190). WB Saunders. Sachdeva, A. K. (2002, September). Acquisition and maintenance of surgical competence. In Seminars in Vascular Surgery (Vol. 15, No. 3, pp. 182-190). WB Saunders. Sailaja, P. (2012). Indian English: Features and sociolinguistic aspects. Language and Linguistics Compass, 6(6), 359-370. Sawalmeh, M. H., &amp; Dey, M. (2023). Globalization and the increasing demand for spoken English teachers. Research Journal in Advanced Humanities, 4(2). Vera, A. (1998). Why have I not forgotten my language? A Yowlumne language autobiography. Walz, J. (1982). Second Language Acquisition and Second Language Learning. Stephen D. Krashen Oxford: Pergamon Press, 1981. Pp. 151. Studies in Second Language Acquisition, 5(1), 134-136. Yadav, M. (2012). Dimensions in Classroom Management:-Special Emphasis on Indian Education System. Paripex-Indian Journal Of Research, 3(2), 79-81.

According to research findings, most students who experience foreign language learning problems are thought to have overt or subtle native language learning difficulties, primarily with phonological processing. A recent study by the authors showed that when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group's pre- and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures significantly improved. In this replication and follow-up study, the authors compared pre- and posttest scores of a second group of students (Cohort 2) who received MSL instruction in Spanish on native language and foreign language aptitude measures. They also followed students from the first study (Cohort 1) over a second year of foreign language instruction. Findings showed that the second cohort made significant gains on three native language phonological measures and a test of foreign language aptitude. Follow-up testing on the first cohort showed that the group maintained its initial gains on all native language and foreign language aptitude measures. Implications for the authors' Linguistic Coding Deficit Hypothesis are discussed and linked with current reading research, in particular the concepts of the assumption of specificity and modularity.

Teachability and Learnability across Languages addresses key issues in second, foreign and heritage language acquisition, as well as in language teaching. Focusing on a Processability Theory perspective, it brings together empirical studies of language acquisition, language teaching, and language assessment. For the first time, a research timeline for the role of instruction in language learning is presented, showing how the field of second language acquisition (SLA) research has developed over the last four decades since Pienemann’s work on learnability and syllabus construction over the 1980s. The book includes studies of child and adult second as well as foreign language acquisition research, covering a wide range of target languages including English, German, Hungarian, Japanese, Norwegian, Polish, Spanish, Swedish, and Turkish. In addition, future extensions of PT are discussed. This volume is designed for advanced students in international programs of SLA and Applied Linguistics as well as for SLA researchers and second and foreign language teachers.

The article is devoted to the problem of overcoming the language and speech barrier in communicative and cognitive situations aimed at development of students’ foreign language communicative competence. The main tasks of foreign language policy are studying English through the personal activity of learners; mastering professional vocabulary by students carrying out creative activity; teaching learners to speak English in relevant and understandable topics for them, which they can apply in real life situations; stimulating students to utterances; encouraging communication; creating an atmosphere of interest for each student in the group work; introducing both individual and group forms of work; using learning materials that promote rapid memorization of vocabulary, grammatical rules, etc. An important contribution to the study of the problem of motivation while teaching a foreign language is made by B. Ananiev, A. Lypkina, A. Markova, T. Matis, T. Kharchenko and others. The issue of using the innovative multimedia technology in studying English is considered by both native and foreign scholars: I. Zymnia, S. Nikolaieva, T. Pakhomova, Yu. Hapon, V. Liaudis, Ye. Nosenko and others. Such scientists, psychologists and teachers as V. Asieiev, J. Atkinson, Yu. Babanskyi, I. Bekh,I. Vasyliev, D. Elkonin, Yu. Kuliutkin, A. Leontiev, S. Rubinshtein, L. Slavina, H. Shchukina, P. Yakobson and others determine that the most important aspect of modern education is forming the motivation of studying. The analysis of literary sources indicates lack of comprehensiveness in the study of the mentioned problem and the need to investigate some aspects. The aim of the study is to find out the reasons which do not allow students to be participants in communicative situations and provide m ethodical tips on encouraging students to participate in subject discussions in English . In particular, the strategy of teaching foreign languages is determined by the needs of modern society and the level of development of linguistic, psychological and pedagogical sciences. This strategy is a communicative approach that determines the practical aim of learning foreign languages, namely: fluent mastering foreign languages, intercultural communication through the development of speaking skills. The reasons which do not allowed students to be full participants in a discussion (complicated issue, incomprehensibility of the proposed topic for discussion; inability to work in pairs or conversation groups; inability to select arguments for any statement, etc.) are outlined. Methodical recommendations for encouraging students to participate in communicative situations, subject discussions (emphasis on importance of the offered topic; possibility of creating their own structured utterances; forming their groups; ethics of communication; preparation for academic discussions; personal example; freedom of utterance; a right to make mistakes; principles of grouping students; favorable atmosphere, etc.) are given. Thus, the interactive technologies of teaching a foreign language create the necessary preconditions both for the development of students’ foreign language competence and the formation of skills to take collective and individual decisions. This is the basis for education of citizens with an active life position; it also activates language and speech material in students’ foreign language communication; stimulates their cognitive processes and develops professionally oriented skills in real life conversation situations.

This article presents the main stages and results of a study devoted to the development of students’ emotional intelligence in the process of learning a foreign lan-guage. Nowadays the number of studies connected with the development of emotional intelligence has increased. In the methodology of teaching foreign languages there were conducted a few researches about emotions and their role in teaching and learning some language, but they do not fully reveal all the advantages of developing students' emotional intelligence. At the same time, a foreign language has a great didactic potential and can be used for emotional development. As part of this study, the authors created a model for teaching a foreign language, which includes a system of exercises for the development of emotional intelligence. The model contributes to better language acquisition and the for-mation of the required general professional competencies. The study was conducted at Nizhny Novgorod State Linguistics University named after N.A. Dobrolyubov in three stages. The participants were undergraduate students en-rolled in the linguistics program, studying Spanish as a second foreign language for three years. At the first stage of the research, the authors began to work on the model. The practice was organized as follows: students in their first and second year of studying Spanish completed some exercises related to the topic of “Emotions” and did several ac-tivities based on the art therapy method, which were adapted for use in a foreign lan-guage lesson. Additionally, students’ basic knowledge of emotional intelligence was as-sessed, and after the experimental trainings, students completed a questionnaire in or-der to identify the most effective tasks. At the second stage, the study was conducted in a new group of students studying Spanish for two years. The model was supplemented with linguistic and psychological aspects; the authors tested several tasks for the development of emotional intelligence. Moreover, there was conducted a survey among students which was based on the results of the work. In addition to this, the authors analyzed a few indi-cators of the level of students’ emotional intelligence before and after the training. At the end students presented their final projects in a foreign language which were aimed at de-veloping reflection skills. At the third stage of the research, the study was continued in two groups of fourth-year students. The authors completed their work on the model and developed a system of exercises based on linguistic, psychological, and methodolog-ical aspects. They also tested several tasks that could be used to improve students' profes-sional teaching skills. Finally, the results of the experimental training were summarized. In conclusion, it was proved that the proposed model was effective in the learning pro-cess.