Svešvalodu mācības: vienotas pieejas meklējumos

Based on the analyses of scientific literature (Krashen, Terrel 1983; Krashen 1989; Widdowson 1996; Larsen-Freeman, Long 1999; Kramiņa 2000; Larsen-Freeman 2000; Nunan 2015; Ellis 2003; Forrester 1996, 2006; Cummins 2001), it is concluded that different theories about language studies have their strengths and weaknesses. These theories generally analyse language acquisition processes, their factors of influence, language teaching and learning. Language acquisition takes place simultaneously with the cognition of the surrounding world. By trying to find answers to questions on what language is, in what circumstances it is acquired on a certain level, ideas emerge, which transform into methodological guidelines. Each of the explored theories offers a solution to more effective language acquisition. However, the theory of whole language acquisition has been taken as the basis for integrated language skills development; the four skills are viewed separately. Publishers usually produce a series of “skills books”, textbooks and exams also follow these categories. The question of the criteria of competence assessment remains unanswered. Exams continue to test foreign language acquisition skills. Language teachers need help in order to understand the general principles and become independent in their work. It is important to link these ideas and use a common framework in organising a successful foreign language study process. The research suggests that a common foreign language study approach should be developed and implemented in practice. The planning and organisation of the study process should take into account unified competence acquisition criteria and levels.