ORIGINAL_ARTICLEThis article gives brief feedback on the application of a flipped classroom approach to the Czech language course for foreigners within the summer semester 2022/2023 at the Technical University of Liberec. It is generally known that the flipped classroom approach is an instructional strategy that involves reversing the traditional roles of in-class lectures and homework. It can offer many potential benefits, such as an active way of learning, enhanced student engagement, and immediate feedback. However, not all subjects or topics may be suitable for the flipped approach, and it may not be the best fit for every teacher or student. Additionally, access to technology and resources outside the classroom can be a potential challenge for some students. In the article, the author first briefly describes the flipped classroom method and then shows its advantages and disadvantages. Finally, the example of the implementation of the flipped classroom method in the Czech language course for foreigners is given and analyzed together with a brief survey of opinions on the flipped classroom method.https://acc-ern.tul.cz/archiv/PDF/ACC_2023_3_10.pdf2023-12-3171510.2478/acc-2023-0010Technical University of LiberecCzech language courseFlipped classroomChallengeAdvantagesDisadvantagesŠárkaHastrdlovásarka.hastrdlova@tul.cz1Technical University of Liberec, Faculty of Economics, Department of Foreign LanguagesAUTHORTECHNICAL UNIVERSITY OF LIBEREC: CroBoLearn [online]. Accessed 2022-11-11. Available from WWW: https://crobolearn.tul.cz/1BERGMANN, J.; SAMS, A.: Flip your Classroom: Reach Every Student in Every Class Every Day. ISTE, Washington D.C., 2012. ISBN 978-1-56484-315-9.2PAVLÍKOVÁ, S.: Metoda převrácené třídy ve výuce odborné obchodní angličtiny. ACC Journal. 2022.310.15240/tul/004/2022-3-003TUCKER, B.: The Flipped Classroom: Online Instruction at Home Frees Class Time for Learning. Education Next. 2012, Vol. 12, Issue 1, pp. 82–83. Available from WWW: https://educationnext.org/the-flipped-classroom/4STRAYER, J. F.: How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation. Learning Environments Research. 2012, Vol. 15, pp. 171–193.510.1007/s10984-012-9108-4HEW, K. F.; LO, Ch. K.: Flipped Classroom Improves Student Learning in Health Professions Education: A meta-analysis. BMC Medical Education. 2018.610.1186/s12909-018-1144-zRAMÍREZ, D.; HINOJOSA, C.; RODRÍGUEZ, F.: Advantages and Disadvantages of Flipped Classroom: STEM Student´s Perceptions. In: ICERI 2014.710.13140/RG.2.1.2430.8965HOLÁ, L.; BOŘILOVÁ, P.: Čeština expres A1/1. Akropolis, Praha, 2010. ISBN 978-80-87481-22-6.8

ORIGINAL_ARTICLEThe research study deals with the concept of flipped classroom teaching in an online environment. First, the Synchronous Online Flipped Learning Approach (SOFLA) framework is presented. It consists of eight steps that apply to both synchronous and asynchronous parts of the teaching process. The following part of the article reports the results of a questionnaire survey, which aimed to find out how university students perceive the SOFLA framework in English language teaching. The study found that students gave positive feedback for the parts that focused on group work and homework. Additionally, the synchronous part of the lesson was found to be effective in practicing new content and communication. The article adds to the empirical knowledge in the area of the online flipped classroom and describes a framework that educators can immediately implement in their online language courses.https://acc-ern.tul.cz/archiv/PDF/ACC_2023_3_11.pdf2023-12-31162610.2478/acc-2023-0011Flipped classroomFlipped learningOnline learningSOFLAELTHigher educationTerezaHavránkovátruzicko@kan.zcu.cz1Západočeská univerzita v Plzni, Fakulta pedagogická, Katedra anglického jazykaAUTHORMARINONI, Giorgio, et al. The impact of Covid-19 on higher education around the world. IAU global survey report, 2020, 23: 1-17.1MARSHALL, Helaine W.; KOSTKA, Ilka. Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach. Tesl-Ej, 2020, 24.2: n2. Available from WWW: https://www.teslej.org/wordpress/issues/volume24/ej94/ej94int/2ROACH, Travis. Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International review of economics education, 2014, 17: 74-84.3BERGMANN, Jonathan; SAMS, Aaron. Flipped learning: Gateway to student engagement. International Society for Technology in Education, 2014.4McKEOWN, John. From “sage on the stage to guide on the side”: A case study of a transition to flipped English language learning in a higher education setting in Turkey. ELT Research Journal, 2016, 5.2.5BISHOP, Jacob; VERLEGER, Matthew A. The flipped classroom: A survey of the research. In: 2013 ASEE Annual Conference & Exposition. 2013. p. 23.1200. 1-23.1200. 18.6OTHMAN, Siti Adibah, et al. Students' perception on flipped classroom with formative assessment: A focus group study. European journal of dental education, 2023, 27.3: 419-427.7JARVIS, Huw; KRASHEN, Stephen. Is CALL obsolete? Language acquisition and language learning revisited in a digital age. Tesl-Ej, 2014, 17.4: n4.8CHELLAPAN, Lakshmi; VAN DER MEER, Jacques. Challenges in implementing the flipped classroom model in higher education. In: Handbook of research on active learning and the flipped classroom model in the digital age. IGI Global, 2016. p. 352-365.9EPPARD, Jenny; ROCHDI, Aicha. A Framework for Flipped Learning. International Association for Development of the Information Society, 2017.Development of the Information Society, 33–40. http://files.eric.ed.gov/fulltext/ED579204.pdf10TALBERT, Robert; BERGMANN, Jon. Flipped learning: A guide for higher education faculty. Routledge, 2017.11HAVRÁNKOVÁ, Tereza. Převrácená třída ve výuce anglického jazyka na VŠ. 2023. [disertační práce]12ÖZTÜRK, Mücahit; ÇAKIROĞLU, Ünal. Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 2021, 8.1: 2.13AHMED, MAEAS. The effect of a flipping classroom on writing skill in English as a foreign language and students’ attitude towards flipping. US-China Foreign Language, 2016, 14.2: 98-114.14LATORRE-COSCULLUELA, Cecilia, et al. Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills. Interactive Technology and Smart Education, 2021, 18.2: 189-204.15HAVRÁNKOVÁ, Tereza, et al. The Synchronous Online Flipped Learning Approach (SOFLA): Critical points in students’ learning, a student and teacher perspective. DisCo 2021: Active Learning in Digital Era: How Digital Tools promote a Conscious, Open-minded, Creative and Social-Oriented Thinking, 2021, 203-217. ISBN: 978-80-86302-88-1.16WOOTTIPONG, Kretsai. Effect of using video materials in the teaching of listening skills for university students. International Journal of Linguistics, 2014, 6.4: 200.17YU, Shulin; HU, Guangwei. Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 2017, 33: 25-35.18CARLESS, David; BOUD, David. The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 2018, 43.8: 1315-132519KRASHEN, Stephen. Second language acquisition. Second Language Learning, 1981, 3.7: 19-39.20SHINTANI, Natsuko; ELLIS, Rod; SUZUKI, Wataru. Effects of written feedback and revision on learners’ accuracy in using two English grammatical structures. Language learning, 2014, 64.1: 103-131.21MARSHALL, Helaine W.; KOSTKA, Ilka. The Synchronous Online Flipped Learning Approach: An eight-step learning cycle for digital age pedagogy. Advances in Online Education: A Peer-Reviewed Journal, 2023, 1.4: 378-387.22LI, Zhiyong; LI, Jiaying. Using the flipped classroom to promote learner engagement for the sustainable development of language skills: A mixed-methods study. Sustainability, 2022, 14.10: 5983.23AL-NAABI, Ishaq Salim. Is It Worth Flipping? The Impact of Flipped Classroom on EFL Students' Grammar. English Language Teaching, 2020, 13.6: 64-75.24BASAL, Ahmet. The implementation of a flipped classroom in foreign language teaching. Turkish online journal of distance education, 2015, 16.4: 28-37.25STYERS, Melanie L.; VAN ZANDT, Peter A.; HAYDEN, Katherine L. Active learning in flipped life science courses promotes development of critical thinking skills. CBE—Life Sciences Education, 2018, 17.3: ar39.26WULANDARI, Mega. Fostering learning autonomy through the implementation of flipped learning in language teaching media course. IJIET (International Journal of Indonesian Education and Teaching), 2017, 1.2: 194-205.27

ORIGINAL_ARTICLEFrom a pedagogical-psychological point of view, communication in teaching occurs between a teacher and a student or between students themselves. It contributes to the activation of internal mental processes, not only in participating individuals, but it benefits the entire class as a whole. Moreover, in the teaching of a foreign language, communication is not only the means of communication, but it also becomes the content of the lesson. Students verify their knowledge and improve their speaking skills through the meaningful use of the foreign language. The willingness to communicate construct answers the question of why some people are more inclined to share their thoughts, knowledge, and opinions verbally more than others. In the presented research, I investigated students’ willingness to communicate in English language courses on a sample of university students (n = 350) using a quantitative questionnaire survey. The overall results indicate that students are generally willing to communicate in English language classes, i.e. the overall reported level of willingness to communicate among students was high, and the results of individual speech skills did not indicate significant differences. However, a closer look at individual speaking skills shows that students report a higher willingness to communicate for items that describe receptive speaking skills.https://acc-ern.tul.cz/archiv/PDF/ACC_2023_3_12.pdf2023-12-31273910.2478/acc-2023-0012Willingness to communicateUniversityFeedbackLanguage skillsJaroslavaJelínkovájaroslava.jelinkova@ujep.cz1Jan Evangelista Purkyně University in Ústí nad Labem, Faculty of Education, Department of EnglishAUTHORSWAIN, M. a S. LAPKIN. Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning. Applied Linguistics. 1995, 16(3), 371-391. ISSN 0142-6001. 110.1093/applin/16.3.371SWAIN, Merill. The output hypothesis: Theory and research. In: Handbook of research in second language teaching and learning. 1. New York: Routledge, 2005, s. 471-483. ISBN 9781410612700.2SWAIN, Merill. Three functions of output in second language learning. In: Principle and Practice in Applied Linguistics. 1. Oxford: Oxford University Press, 1995, s. 125-144. ISBN 0194421481.3ŠEĎOVÁ, Klára, Roman ŠVAŘÍČEK, Zuzana MAKOVSKÁ a Jiří ZOUNEK. Dialogické struktury ve výukové komunikaci na druhém stupni základní školy. Pedagogika. 2011, 61(1), 13-34.4SAMUHELOVÁ, M. Štruktúry v pedagogickej komunikácii. Veda. 1988, (), 55-73.5MacINTYRE, PETER D., RICHARD CLÉMENT, ZOLTÁN DÖRNYEI a KIMBERLY A. NOELS. Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal. 1998, 82(4), 545-562. ISSN 00267902.610.1111/j.1540-4781.1998.tb05543.xŠEĎOVÁ, Klára, Petr SUCHÁČEK a Martin MAJCÍK. Kdopak to mluví? Participace žáků ve výukové komunikaci na druhém stupni základní školy. Pedagogika. 2015, 65(2), 24-48.7ŠEĎOVÁ, Klára a Roman ŠVAŘÍČEK. Angažovanost žáku ve výukové komunikaci na druhém stupni základní školy. Pedagogika. 2010, 20(3), 24-48.8McCROSKEY, James. C. a Elaine. J. BAER. Willingness to Communicate: The Construct and Its Measurement. In: The Annual Meeting of the Speech Communication Association. N/A: N/A, 1985, , s. 16-25. ISBN N/A. ISSN N/A. 910.1080/01463379209369817MacINTYRE, PETER D. Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process. The Modern Language Journal. 2007, 91(4), 564-576. ISSN 00267902. 1010.1111/j.1540-4781.2007.00623.xCLÉMENT, Richard, Susan C. BAKER a Peter D. MACINTYRE. Willingness to Communicate in a Second Language. Journal of Language and Social Psychology. 2003, 22(2), 190-209. ISSN 0261-927X.1110.1177/0261927X03022002003LEE, Jang Ho. The effects of short-term study abroad on L2 anxiety, international posture, and L2 willingness to communicate. Journal of Multilingual and Multicultural Development. 2018, 39(8), 703-714. ISSN 0143-4632. 1210.1080/01434632.2018.1435666MacINTYRE, Peter, Susan BAKER, Richard CLÉMENT a Leslie DONOVAN. Talking in Order to Learn: Willingness to Communicate and Intensive Language Programs. The Canadian Modern Language Review. 2003, 59(4), 589-608. ISSN 0008-4506.1310.3138/cmlr.59.4.589YASHIMA, Tomoko, Peter D. MACINTYRE a Maiko IKEDA. Situated willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research. 2018, 22(1), 115-137. ISSN 1362-1688. 1410.1177/1362168816657851MacINTYRE, Peter D. a Jesslyn DOUCETTE. Willingness to communicate and action control. System. 2010, 38(2), 161-171. ISSN 0346251X.1510.1016/j.system.2009.12.013HALUPKA-REŠETAR, Sabina, Ljiljana KNEŽEVIć a Jagoda TOPALOV. Revisiting willingness to communicate in English as a foreign language: the Serbian perspective. Journal of Multilingual and Multicultural Development. 2018, 39(10), 912-924. ISSN 0143-4632.1610.1080/01434632.2018.1454456PENG, J.E. Willingness to communicate in L2 and integrative motivation among college students in an intensive english language programme in China. University of Syndey Papers in TESOL. 2007, 2(), 3-59.17YASHIMA, Tomoko, Peter D. MACINTYRE a Maiko IKEDA. Situated willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research. 2016, 22(1), 115-137. ISSN 1362-1688.1810.1177/1362168816657851WEAVER, Robert R. a Jiang QI. Classroom Organization and Participation: College Students' Perceptions. The Journal of Higher Education. 2016, 76(5), 570-601. ISSN 0022-1546.1910.1080/00221546.2005.11772299GOODBOY, Alan K. a Scott A. MYERS. The Effect of Teacher Confirmation on Student Communication and Learning Outcomes. Communication Education. 2008, 57(2), 153-179. ISSN 0363-4523.2010.1080/03634520701787777JELÍNKOVÁ, Jaroslava. The Predicators of Students´ Willingness to Communicate in Foreign Languages: State-of-the-Art Review. EduPort. 2022, 6(1), 1-16. ISSN 26950936.2110.21062/edp.2022.004JELÍNKOVÁ, Jaroslava. Ochota studentů komunikovat ve výuce anglického jazyka na vysoké škole [online]. Brno, 2023 [cit. 2023-05-30]. Dostupné z: https://theses.cz/id/nky23j/. Disertační práce. Masarykova univerzita. Vedoucí práce Doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.22JELÍNKOVÁ, Jaroslava, Vlastimil CHYTRÝ, Petr GREGOR a Anthony LAUE. Students’ Willingness to Communicate in English: Czech Adaptation of Willingness to Communicate Inside the Classroom Scale. Orbis Scholae. 2022, 16(1), 29-53.2310.14712/23363177.2022.15MacINTYRE, Peter D., Susan C. BAKER, Richard CLÉMENT a Sarah CONROD. WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, AND LANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS. Studies in Second Language Acquisition. 2001, 23(3), 369-388. ISSN 0272-2631.2410.1017/S0272263101003035BLATNÝ, Marek. Psychologie osobnosti: hlavní témata, současné přístupy. Praha: Grada, 2010. Psyché (Grada). ISBN 978-80-247-3434-7.25

ORIGINAL_ARTICLEThis article, originating from the Faculty of Education at the University of Hradec Králové, investigates auditory linguistic memory and attitudes toward foreign language learning among Czech primary and lower-secondary school students. Utilizing a quasi-experimental design featuring recordings of 10 different languages, the study aimed to measure the efficacy of auditory memory in language recognition and gauge student attitudes. While a generally positive disposition toward learning foreign languages was observed, the data did not support the hypothesis that prior music education enhances language recognition abilities. The findings suggest a nuanced relationship between musical training and language learning, opening up new considerations for educational strategies in foreign language instruction.2023-12-31405810.2478/acc-2023-0013Linguistic memoryForeign languageThe role of musicPrimary and secondary educationIvaKošek-Bartošováiva.kosekbartosova@uhk.cz1University of Hradec Králové, Faculty of Education, Institute of Primary, Pre-primary and Special EducationAUTHORPetraBesedovápetra.besedova@uhk.cz2University of Hradec Králové, Faculty of Education, Institute of Primary, Pre-primary and Special EducationAUTHORHORT, J.; RUSINA, R. et al.: Paměť a její poruchy. Paměť z hlediska neurovědního a klinického. Maxdorf, Praha, 2007. ISBN 978-80-7345-121-9.1PATEL, A. D.: Advancing the comparative study of linguistic and musical syntactic processing. In: Rebuschat, P.; Rohrmeier, M; Hawkins, J. A.; Cross, I. (eds.), Language and Music as Cognitive Systems. University Press, Oxford, 2012, pp. 248–253. ISBN 978-0-19-955342-6.2TURKER, S.; REITERER, S. M.; SEITHER-PREISLER, A.; SCHNEIDER, P.: „When Music Speaks“: Auditory Cortex Morphology as a Neuroanatomical Marker of Language Aptitude and Musicality. Frontiers in Psychology. 2017, Vol. 8, Issue 2096, pp. 1–17. ISSN 1664-1078.3FRIEDERICI, A. D.: Language in our Brain. The origins of a uniquely human capacity. The MIT Press, Cambridge, 2017. ISBN 9780262342964.4BESEDOVÁ, P.; VYŠATA, O.; MAZUROVÁ, R.; KOPAL, J.; ONDRÁKOVÁ, J.; VALIŠ, M.; PROCHÁZKA, A.: Brain Activities and Mental Stages Classification in Language Cognition and Music Perception. Signal, Image and Video Processing. 2019, Vol. 13, Issue 5, pp. 1559–1567. ISSN 1863-1711.5STERNBERG, R. J.: Kognitivní psychologie. Portál, Praha, 2002. ISBN 80-7178-376-5.6ATKINSON, R. L.; ATKINSON, R. C. et al.: Psychologie. Victoria Publishing, Praha, 1995. ISBN 80-7178-640-3.7PRŮCHA, J.; WALTEROVÁ, E.; MAREŠ, J.: Pedagogický slovník. Portál, Praha, 2009. ISBN 80-7178-772-8.8BRAND, M.; MARKOWITSCH, H. J.: Lernen und Gedächtnis aus neurowissenschaftlicher Perspektive. In: Hermann, A. (eds.), Neurodidaktik. Grundlagen und Vorschläge für gehirngerechtes Lehren und Lernen. Beltz, Weinheim und Basel, 2009, pp. 69–85. ISBN 978-3-407-25413-9.9ETTLINGER, M.; MARGULIS, E. H.; WONG, P. C. M.: Implicit memory in music and language. Frontiers in Psychology. 2011, Vol. 2, Issue 211, pp. 1–10. ISSN 1664-1078.10KOUKOLÍK, F.: Lidský mozek. Funkční systémy. Norma a poruchy. Portál, Praha, 2000. ISBN 9788074926044.11BADDELEY, A.: Working memory. Current Biology. 2010, Vol. 20, Issue 4, pp. 136–140. ISSN 0960-9822.12STEINBEIS, N.; KOELSCH, S.: Comparing the processing of music and language meaning using EEG and fMRI provides evidence for similar and distinct neural representations. PLoS ONE. 2008, Vol. 3, Issue 5. ISSN 1549-1277.1310.1371/journal.pone.0002226JÄNCKE, L.: Macht Musik schlau? Neue Erkenntnisse aus den Neurowissenschaften und der kognitiven Psychologie. Hans Huber, Bern, 2012. ISBN 978-3-456-84445-9.14HABIBI, A.; DAMASIO, A.; ILARI, B.; VEIGA, R.; JOSHI A. A.; LEAHY, R.; HALDAR, J.; VARADARAJAN, D.; BHUSHAN, C.; DAMASIO, H.: Childhood Music Training Induces Change in Micro and Macroscopic Brain Structure: Results from a Longitudinal Study. Cerebral Cortex. 2017, Vol. 28, Issue 12, pp. 1–12.1510.1093/cercor/bhx286SKARNITZL, R.; ŠTURM, P.; VOLÍN, J.: Zvuková báze řečové komunikace. Fonetický a fonologický popis řeči. Karolinum, Praha, 2019. ISBN 978-80-246-3272-8.16ATKINSON, R. C.; SHIFFRIN, R. M.: Chapter: Human memory: A proposed system and its control processes. In: Spence, K. W.; Spence, J. T. (eds.), The psychology of learning and motivation. Academic Press, New York, 1968, pp. 89–195.17MILLER, G. A.: The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review. 1956, Vol. 63, Issue 2, pp. 81–97.1810.1037/h0043158MAREŠ, J.: Pedagogická psychologie. Portál, Praha, 2013. ISBN 978-80-262-0174-8.19VÁGNEROVÁ, M.: Vývojová psychologie. Dětství a dospívání. Karolinum, Praha, 2012. ISBN 978-80-246-2153-1.20FIVEASH, A.; PAMMER, K.: Music and language: Do they draw on similar syntactic working memory resources? Psychology of Music. 2014, Vol. 42, Issue 2, pp. 190–209.2110.1177/0305735612463949SYKA, J.: Mozek a hudba. Sanquis. 2010, Vol. 84, pp. 76. [online] [accessed 2023-06-15]. Available from WWW: https://www.sanquis.cz/index2.php?linkID=art334922KERER, M. et al.: Demenz und Musik. Neuropsychiatrie. 2009. Vol. 23, Issue 1, pp. 4–14. ISSN 2194-1327.23PATEL, A. D.: Music, Language and the Brain. University Press, Oxford, 2008. ISBN 978-0199755301.24SEDLÁK, F.; VÁŇOVÁ, H.: Hudební psychologie pro učitele. Karolinum, Praha, 2013. ISBN 978-80-246-2060-2.25KOŠEK BARTOŠOVÁ, I; POHNĚTALOVÁ, Y.: Hudební a jazyková paměť u žáků v primárním vzdělávání v pilotním výzkumu. Studia Scientifica Facultatis Paedagogicae. 2020, Vol. 19, No. 5, pp. 86–94. ISSN 1336-2232.26KOŠEK BARTOŠOVÁ, I; POHNĚTALOVÁ, Y.: Pilot Research of Musical and Language Memory of 4th and 5th Year Primary School Pupils. ICERI 2020 Proceedings, 2020, pp. 252–258.2710.21125/iceri.2020.0083NÚV: Development of Education. [online] [accessed 2023-07-05]. Available from WWW: https://archiv-nuv.npi.cz/our-work/development.html28MŠMT: Framework Educational Programme for Basic Education. Praha, 2007. [online] [accessed 2023-07-05]. Available from WWW: https://www.msmt.cz/vzdelavani/zakladni-vzdelavani/framework-education-programme-for-basic-education29BESEDOVÁ, P.: Correlation of memorial learning in foreign languages and music. Comparative study of elementary school pupils in the Czech Republic. The European Proceedings of Social and Behavioural Sciences. 2019, pp. 289–298.3010.15405/epsbs.2019.11.26VÁGNEROVÁ, M.: Vývoj pozornosti a exekutivních funkcí. Raabe, Praha, 2020. ISBN 978-80-7496-441-1.31KOUKOLÍK, F.: O ženách a mužích. Medical Tribune. 2019, Vol. 18. [online] [accessed 2023-06-12]. Available from WWW: https://www.tribune.cz/clanek/44936-o-zenach-a-muzich.32WAN, C.; SCHLAUG, G.: Music making as a tool for promoting brain plasticity across the life span. Neuroscientist. 2010, Vol. 16, Issue 6, pp. 566–577. ISSN 1089-4098.33TRAINOR, L. J.; SHAHIN, A.; ROBERTS, L. E.: Understanding the Benefits of Musical Training: Effects on Oscillatory Brain Activity. Annals of the New York Academy of Sciences. 2009, Vol. 1169, Issue 1, pp. 133–142. ISSN 1749-6632.3410.1111/j.1749-6632.2009.04589.xMAREČKOVÁ, P.: Role emocí při kreativním psaní v cizojazyčné výuce. Disertační práce. Masarykova univerzita Brno, 2008.35LENČOVÁ, I.: Literárny artefakt vo výučbe cudzích jazykov. Fakulta humanitných vied, Banská Bystrica, 2008. ISBN 978-80-8083-572-9.36BADSTÜBNER-KIZIK, C.: Bild- und Musikkunst im Fremdsprachenunterricht. Zwischenbilanz und Handreichungen für die Praxis. Peter Lang, Frankfurt am Main, 2007. ISBN 978-3-631-56446-2.37ROSS, E. D.: Nonverbal aspects of language. Neurologic Clinics. 1993, Vol. 11, Issue 1, pp. 9–23.3810.1016/S0733-8619(18)30168-3

ORIGINAL_ARTICLEThe author’s dissertation deals with the contemporary styles of Russian and Czech scientific prose in natural sciences. The aim of the research is to provide a detailed description of the language means of functional-semantic categories such as objectivity, abstractness and generality, logic and accuracy, and compression. The research material includes texts from the field of natural science, research articles, and monographs from geology and paleontology. The methods of investigation are a combination of descriptive and comparative methods, complemented by a statistical method. The conducted analysis shows that functional-semantic categories are extensively applied in texts in both languages. The more distinctive differences in quality and quantity are related to objectivity, impersonality, and syntactic compression.2023-12-31778210.2478/acc-2023-0015Style of exact scienceFunctional-semantic categoryAbstract languageLogical syntaxSyntactic compressionGabrielaMatyáškovágabriela.matyaskova@vsb.cz1Vysoká škola báňská – Technická univerzita Ostrava, Institut jazykůAUTHORКОЖИНА, М.Н.; ДУСКАЕВА, Л.Р.; САЛИМОВСКИЙ, В.А.: Стилистика русского языка: учебник. Москва: Флинта: Наука, 2011. ISBN: 978-5-9765-0256-7.1KADERKA, P.: Sféra odborné komunikace. Stylistika mluvené a psané češtiny. Praha: Academia, 2016. ISBN: 978-80-200-2566-1.2МОСКВИН, В.П.: Методы и приемы лингвистического анализа. Москва, ФЛИНТА, Наука, 2017. ISBN: 978-5-9765-2133-9.3ЖАЖА, С.: Различия в структуре современных близкородственных языков (русского и чешского). In: Diss. Slav.: Ling. XXIV. Szeged, 1996, s. 27–38.4АЛЕКСЕЕВ, А.Я.: Сопоставительная стилистика. Днепропетровск: Национальный горный университет, 2012. ISBN: 978–966–350–347–9.5ДАНИДЕНКО, В.П.: Методы лингвистического анализа. Москва, ФЛИНТА, Наука, 2011. ISBN: 978-5-9765-0985-6.6OSOLSOBĚ, K.: Matematická lingvistika. Kapitoly z dějin jazykovědné bohemistiky. Praha: Academia, 2007. ISBN: 978-80-200-1523-5.7MISTRÍK, J.: Štylistika. Bratislava: SPN, 1985. ISBN neuvedeno.8HUNSTON, S.: Using a corpus to investigate stance quantitatively and qualitatively. In: Englebretson, R. (ed.) Stancetaking in Discourse: Subjectivity, evaluation, interaction.910.1075/pbns.164.03hunSTOCKWELL, P.; WHITELEY, S. (Eds.): The Cambridge Handbook of Stylistics (Cambridge Handbooks in Language and Linguistics, p. I). Cambridge: Cambridge University Press.1010.1017/CBO9781139237031

ORIGINAL_ARTICLEThis article attempts to depict the development of the new English study material for bachelor’s degree students of Biomedicine at the Technical University of Ostrava (VŠB-TUO). This material is being created in accordance with the new concept of teaching English at the Institute of Languages VŠB-TUO, which aims to reflect the needs of students of a given field, i.e. above all to build and extend their knowledge in the field of specific professional vocabulary and develop their listening and communication skills. Firstly, the article introduces briefly the institutional conditions and barriers that have influenced the choice, use and design of study materials used at the Institute of Languages of the VSB-TUO. Secondly, the overall structure of the material is dealt with. Thirdly, the criteria set for the material to be met including its technical features following from its electronic nature and interconnection with Learning Management System (LMS) are presented.2023-12-31849310.2478/acc-2023-0016Learning materials designLMSBiomedicineESPLearning processJanaAdámkovájana.adamkova@vsb.cz1VSB Technical University of Ostrava, Institute of LanguagesAUTHORGabrielaChudašovágabriela.chudasova@vsb.cz2VSB Technical University of Ostrava, Institute of LanguagesAUTHORHUTCHINSON, T. & WATERS, A.: English for Specific Purposes: a learner-centered approach. Cambridge University Press, 1987. ISBN 0521318378.1APPLEBY R., WATKINS, F.: International Express Upper Intermediate, Student’s Book with Pocket Book and DVD-ROM Third Edition. Oxford University Press, 2018. ISBN 978-0-19-459761-6.2MILOVANOVIC, M. D., BRANISAVLJEVIC, M. S. R., PETROVIC, J. D.: The Use of ICT in Learning Language for Specific Purposes. Иновацие у настави. 2015, Vol. 18, Issue 1, pp.130–139. ISSN 2335-0806.310.5937/inovacije1501130MWEBB, S., NATION, P.: How Vocabulary is Learned. Oxford Handbooks for Language Teachers. Oxford University Press, 2017. ISBN 0194403556.4HEWINGS, M., HAINES, S.: Cambridge English Grammar and Vocabulary for Advanced with Answers. Cambridge University Press, 2015. ISBN 978-1-107-48111-4.5LEWIS, M.: The Lexical Approach. The State of ELT and a Way Forward. LTP, Commercial Colour Press, London E7, 1993. ISBN 0-906717-99-X.6HALLIDAY, M., MATTHIESSEN, CH.: An Introduction to Functional Grammar. 3rd ed. Routledge, London, 2004. eISBN 9780203783771.710.4324/9780203783771REINDERS, H.; PHUNG, L.; RYAN, S.; THOMAS, N.: The Key to Self-regulated Learning – A systematic approach to maximising its potential. Oxford University Press, 2023.8

ORIGINAL_ARTICLEThis informative and educational article aims to provide helpful guidance for non-native writers who wish to enhance their academic writing skills. One of the most common mistakes in English writing is mixing British and American English. Consistency and accuracy are crucial to successful and effective writing, whether a research paper or just a short text for a PowerPoint presentation. Failure to address this issue often leaves a negative and unprofessional impression and can lead to errors, misunderstanding, or even rejection by editors of impacted journals. First, the article highlights the importance of English as a lingua franca. Then, in the main sections, it lists the most common differences between British and American English. The article also offers strategies for maintaining consistency in the use of English and, along, reminds readers of some general rules to follow. It discusses the role of English dictionaries, and lastly, yet importantly, it looks at the advantages and disadvantages of using automatic spell-checkers and translators.2023-12-319410610.2478/acc-2023-0017WritingLingua FrancaBritish EnglishAmerican EnglishSpellingPunctuationDictionariesSpellcheckersEditaDrozdováedita.drozdova@tul.cz1Technical University of Liberec, Faculty of Economics, Department of Foreign LanguagesAUTHORSTATISTA: The most spoken languages worldwide. [online]. 2023. [accessed 2023-10-21]. Available from WWW: https://www.statista.com/statistics/266808/the-most-spoken-languages-worldwide/1YADAV, A: English language statistics. [online]. 2023. [accessed 2023-9-02]. Available from WWW: https://lemongrad.com/english-language-statistics/2STATISTA: Most common languages on the Internet. [online]. 2023. [accessed 2023-10-18]. Available from WWW: https://www.statista.com/statistics/262946/most-common-languages-on-the-internet/3ROBINSON, A: Linguistics: The ascent of English. Nature. 2015, Vol. 519, pp. 154–155. ISSN 1476-4687 (online), ISSN 0028-0836 (print).410.1038/519154aSTANDARD ENGLISH DEFINITION. In: Merriam-Webster Dictionary. [online]. 2023. [accessed 2023-9-02]. Available from WWW: https://www.merriam-webster.com/dictionary/Standard%20English5CRYSTAL, D.: Spell it Out: The singular story of English spelling. Profile Books, 2023. ISBN-13 978-1846685682.6MERRIAM-WEBSTER: Failed attempts to Reform English Spelling. [online]. 2023. [accessed 2023-9-02]. Available from WWW: https://www.merriam-webster.com/grammar/spelling-suggestions-that-didnt-stick7CAMBRIDGE DICTIONARY. [online]. 2023. [accessed 2023-9-08]. Available from WWW: https://dictionary.cambridge.org/8NORTHERN ILLINOIS UNIVERSITY: Effective Writing Practices Tutorial. [online]. 2023. [accessed 2023-9-02]. Available from WWW: https://www.niu.edu/writingtutorial/punctuation/index.shtml9Comparison of English dictionaries. In: Wikipedia. [encyclopedia online]. 2023. [accessed 2023-9-01]. Available from WWW: https://en.wikipedia.org/wiki/Comparison_of_English_dictionaries10Fiber. In: Merriam-Webster Dictionary. [online]. 2023. [accessed 2023-9-02]. Available from WWW: https://www.merriam-webster.com/dictionary/fiber11Fibre. In: Merriam-Webster Dictionary. [online]. 2023. [accessed 2023-9-02]. Available from WWW: https://www.merriam-webster.com/dictionary/fibre12Fibre. In: Cambridge Dictionary. [online]. 2023. [accessed 2023-9-08]. Available from WWW: https://dictionary.cambridge.org/dictionary/english/fibre13CAULFIELD, J.: Ten best free grammar checkers. In: Scribbr. [online]. 2023. [accessed 2023-9-23]. Available from WWW: https://www.scribbr.com/language-rules/best-grammar-checker/14GRAMMARLY. [online]. 2023. [accessed 2023-9-08]. Available from WWW: https://www.grammarly.com/premium/15SHAIK, E.: Grammarly Free vs. Premium: Which one to choose? In: Demandsage. [online]. 2023. [accessed 2023-9-08]. Available from WWW: https://www.demandsage.com/grammarly-free-vs-premium/16MARIAN, J.: Is American English simplified and British English traditional? In: Jakub’s Marian Language Teaching, Science & Art. [online]. 2018. [accessed 2023-9-24]. Available from WWW: https://jakubmarian.com/is-american-english-simplified-and-british-english-traditional/17

ORIGINAL_ARTICLELanguages differ in many ways, and one of the main criteria is vocabulary. It is not surprising when languages that are not closely or distantly related have different vocabularies. However, when we talk about languages that are closely related, mutual communication becomes possible to a certain extent. It is also interesting to note that even within one language or language variant, there can be variations in vocabulary. Although many words may have the same meaning, they are used on different stylistic levels. Some words in one language or variant may have a broader range of meanings than in another, creating what is known as “false friends” which we often encounter in language schooling. Therefore, it is worth taking a closer look at this topic.2023-12-3110711510.2478/acc-2023-0018Related languagesVocabularyVariantsPhoneticsLevel of languageIngoT. Herzigingo.herzig@tul.cz1Technische Universität Liberec, Wirtschafsfakultät, Lehrstuhl für FremdsprachenAUTHORBODMER, F.: Die Sprachen der Welt. Parkland Verlag, Köln, 1997. ISBN 978-3-88059-880-5.1Vergleichende europäische Sprachgeschichte. https://ves.unibas.ch/intro-d.html2HERZIG, I.: Wortbildung als Indikator verschiedener Sprachen und Varianten. In: Tihelková, A.; Mišterová, I.; Matviyková, D. (Hrsg.): PROFILINGUA 2018 – jazykový kulturní prostor v proměnách 21. století. Západočeská univerzita v Plzni 2018, S. 7–17, ISBN 978-80-261-0834-4. Available from WWW: https://dspace5.zcu.cz/bitstream/11025/36704/1/ProfiLingua_Proceedings_Eva_Raisov%C3%A1_Anal%C3%BDza_p%C5%99eklad%C5%AF.pdf3HEUER, W.; FLÜCKIGER, M.; GALLMANN, P.: Richtiges Deutsch. Vollständige Grammatik und Rechtschreiblehre. Verlag Neue Zürcher Zeitung Libro, Zürich: 2014, ISBN 978-3-03810-035-5.4BICKEL, H.; LANDOLT, Ch. (Hrsg.): Schweizerhochdeutsch. Wörterbuch der Standardsprache in der deutschen Schweiz. Berlin: Dudenverlag, 2012. ISBN 978-3-411-70417-0.5EBNER, J.: Wie sagt man in Österreich? Wörterbuch des österreichischen Deutsch. Berlin: Dudenverlag, 2009. ISBN 978-3-411-0484-4.6REKDAL, O.: Norsk som nabospråk. Göteborg, Hallgren & Fallgren, 2002. ISBN 978-9173827720.7FJELDSTAD, A.; HERVOLD, K.: Norsk for svensker. Lund, Studentlitteratur, 1989. ISBN 91-44-30111-1.8Macmillan Education. https://www.macmillandictionary.com/dictionary/british/table_29Althochdeutsches Wörterbuch. http://www.koeblergerhard.de/ahd/ahd_m.html10LEXER, M.: Mittelhochdeutsches Taschenwörterbuch. S. Hirzel Verlag, Stuttgart, 1999. ISBN-13 978-3777604930.11

ORIGINAL_ARTICLEElectronic testing offers many advantages over traditional paper-and-pencil testing, such as a more natural testing environment for today's students, immediate feedback, more effortless organization and logistics, and immediate data analysis. On the other hand, there is a higher risk of students cheating on electronic tests. Electronic testing can improve the educational process, but it is essential to be aware of the potential drawbacks and take steps to mitigate them. Electronic testing of knowledge is a new trend in higher education. It is important to remember, however, that didactic tests are only one of many ways to assess students, and they should be combined with other forms of assessment to obtain a comprehensive picture of student knowledge and skills.2023-12-3111612310.2478/acc-2023-0019Advantages and disadvantages of e-testingAcademic dishonesty in e-testingAuthenticity and security of e-testingE-testing in foreign language education.MarekSkálamarek.skala@tul.cz1Technical University of Liberec, Faculty of Economics, Department of Foreign LanguagesAUTHORLABÁTH, V.; AMBRÓZOVÁ, A.; SMIK, J.; ŠTÚROVÁ, J.: Riziková mládež: Možnosti potenciálnych zmien. Sociologické nakladatelství (SLON), Praha, 2001. ISBN 80-85850-66-4.1SCOTT, D. A.; VALLEY, B.; SIMECKA, B. A.: Mental Health Concerns in the Digital Age. International Journal of Mental Health and Addiction. 2016.210.1007/s11469-016-9684-0SPITZER, M.: Digitální demence: jak připravujeme sami sebe a naše děti o rozum. Host, Brno, 2014. ISBN 978-80-7294-872-7.3ŠTUKA, Č.; VEJRAŽKA, M.: Testování a hodnocení studentů na VŠ. Karolinum Press, Praha, 2022. ISBN 978-80-246-5108-8.4ČECH, P.; BUREŠ, V.: E-learning Implementation at University. In: Remenyi, D. (eds.), Proceedings of 3rd European Conference on e-Learning. Universite Paris Dauphine, Paris, France, 2004, pp. 25–34. ISBN 0-9547096-7-5.5van der LINDEN, W. J.; GLAS, C. A. W.: Elements of Adaptive Testing. Springer, New York, 2010. eISBN 978-0-387-85461-8.610.1007/978-0-387-85461-8GIERL, M. J.; HALADYNA, T. M.: Automatic Item Generation: Theory and Practice. Routledge, New York, 2012. ISBN 978-0-415-89750-1.7WOLLACK, J. A.; FREMER, J. J.: Handbook of Test Security. Routledge, London, 2013. eISBN 9780203664803.8NEWTON, P. M.; ESSEX, K.: How Common is Cheating in Online Exams and Did It Increase During the COVID-19 Pandemic? A Systematic Review. Journal of Academic Ethics. 2023.910.1007/s10805-023-09485-5HERON, M.; HANSON, V. L.; RICKETTS, I.: Open Source and Accessibility: Advantages and Limitations. Journal of Interaction Science. 2013.1010.1186/2194-0827-1-2FOLTÝNEK, T.; MEUSCHKE, N.; GIPP, B.: Academic Plagiarism Detection: A Systematic Literature Review. ACM Computing Surveys. 2019.1110.1145/3345317KEENAN, J. F.: University Ethics: How Colleges Can Build and Benefit from a Culture of Ethics. Rowman & Littlefield Publishers, London, 2015. ISBN 978-1442223721.12ENGLEHARDT, E. E; PRITCHARD, M. S. (eds.): Ethics Across the Curriculum—Pedagogical Perspectives. Springer, Cham, 2018. ISBN 978-3-319-78938-5.1310.1007/978-3-319-78939-2TESAR, M.; PETERS, M. A.; JACKSON, L.: The University as an Ethical Academy? Routledge, Oxfordshire, 2022. ISBN 9781032350196.14

ORIGINAL_ARTICLEThe introduction of Artificial Intelligence (AI) in educational institutions has the potential to optimize the teaching process and save teachers valuable time. Artificial Intelligence can be utilized in various areas of teaching preparation, ranging from creating teaching materials to implementing teaching strategies. This article presents six important areas where AI can be used in teaching foreign languages, highlighting the advantages and disadvantages as well as potential pitfalls.2023-12-3112413610.2478/acc-2023-0020Automated assessmentArtificial intelligenceAICreation of teaching materialsProgress trackingPersonalization of learningTeacher trainingIrenaVlčkováirena.vlckova@tul.cz1Technische Universität Liberec, Wirtschafsfakultät, Lehrstuhl für FremdsprachenAUTHORDITTMAYER, M.: Die Korrektur von Texten beim Sprachenlernen bleibt Handarbeit. https://www.goethe.de/prj/dlp/de/magazin-sprache/zuk/24347140.html1TROUSIL, P.: Jak využít službu ChatGPT. Chip. 2023, Vol. 09, S. 96.2LEITNER, S. K.: Künstliche Intelligenz im Unterricht: Wie ein Conversational Agent zur Vermittlung von digitalen Kompetenzen eingesetzt werden kann. [Masterarbeit]. Universität Graz, 2022.3PERRIN, R.; DIEDERICH, C.; WILD, S.; GRIMM, L.: Überzeugungen von Lernenden der Sekundarstufe I zur Nützlichkeit der Übersetzungstools DeepL und LEO für die Wortschatzarbeit im Fremdsprachenunterricht. Babylonia Multilingual Journal of Language Education. 2022, Vol. 1, pp. 38–41.410.55393/babylonia.v1i.156ROPPERTZ, S.: Künstliche Intelligenz im Bildungsbereich. DENK-doch-MAL.de. 2023. Available from WWW: https://denk-doch-mal.de/sophia-roppertz-kuenstliche-intelligenz-im-bildungsbereich-das-doppelte-spannungsverhaeltnis-und-eine-innovative-idee-wie-damit-umgegangen-werden-kann/5MINISTERIUM FÜR SCHULE UND BILDUNG DES LANDES NORDRHEIN-WESTFALEN: Umgang mit textgenerierenden KI-Systemen: Ein Handlungsleitfaden. 2023. Available from WWW: https://www.schulministerium.nrw/system/files/media/document/file/handlungsleitfaden_ki_msb_nrw_230223.pdf6ČESKÁ ASOCIACE UMĚLÉ INTELIGENCE: https://asociace.ai7ČESKÁ ASOCIACE UMĚLÉ INTELIGENCE: Česká škola a umělá inteligence. Podle 46,7 % pedagogů slouží AI žákům k podvádění. 2023. Available from WWW: https://asociace.ai/ceska-skola-a-umela-inteligence8BILDUNGSKLICK: Lehrer-Umfrage zu ChatGPT: Eher Skepsis und Unsicherheit. Available from WWW: https://bildungsklick.de/schule/detail/lehrer-umfrage-zu-chatgpt-eher-skepsis-und-unsicherheit9TACCLE AI: https://taccleai.eu/10

ORIGINAL_ARTICLE2023-12-3113814310.2478/acc-2023-0021Business GermanDigital media in teachingLabor marketBorder regionHelenaNeumannováhelena.neumannova@tul.cz1Technische Universität Liberec, Wirtschafsfakultät, Lehrstuhl für Fremdsprachen,AUTHORBUHLMANN, Rosemarie; FEARNS, Anneliese: Handbuch des fach- und berufsbezogenen Unterrichts DAF, DaZ, CLIL. 2017. Berlin: Frank & Timme GmbH Verlag für wissenschaftliche Literatur. ISBN 978-3-7329-0013-8.1BUSCH-LAUER, Ines-Andrea; HARTINGER Julia (Hrsg.): Fachlich – Digital – Regional: Perspektiven auf das Sprachenlehren und -lernen. Berlin, 2021. Berlin: Frank & Timme GmbH Verlag für wissenschaftliche Literatur. ISBN 978-3-7329-0748-9.2MŠMT: Strategie vzdělávací politiky České republiky do roku 2030+. 2020. ISBN 978-80-87601-46-4, eISBN 978-80-87601-47-1. Available from WWW: https://www.msmt.cz/uploads/Brozura_S2030_online_CZ.pdf3

ORIGINAL_ARTICLECatherine David introduced the concept of heterogeneity during a seminar for teachers. This problematic situation forces teachers to organize a unified course for students mastering the target language at different levels. Taking into account the specific needs of students and their behavior, referred to as learning strategy or style, the concept of heterogeneity finds empirical justifications, which consider it an inevitable element of didactics. The conclusions of this concept are derived from scientific changes at the beginning of the 21st century. In the very specific interpretative logic of the Copenhagen orthodox school, adopted by Christian Puren’s epistemology, the concept of heterogeneity becomes inextricably linked with the concepts of complementarity and complexity. Catherine David proposes to take up this challenge of teaching a heterogeneous class by introducing a differentiated pedagogy, which is presented in the final part of the article.2023-12-31607410.2478/acc-2023-0014Epistemology of teaching foreign languagesHistory of sciencesHeterogeneityDifferentiated instructionJérômeBoyonjerome.boyon@tul.cz1Université technique à Liberec, Faculté d’économie, Département des langues étrangèresAUTHORDAVID, C.; LECONTE, A.: Hétérogénéité, différenciation, contextualisation en F.L.E/S: Présentation du nu méro. Le Français dans le monde. Recherches et applications. 2022, Vol. 72, pp.8–19. ISSN 0994-6632.1COHEN-TANNOUDJI, G.: Diagrammes et amplitudes de Feynman, la partition du modèle standard. In Nicolas, F. (dir.) Les mutations de l'écriture.210.4000/books.psorbonne.1766LAPLACE, P. S.: Essai philosophique sur les probabilités. [online] 1814. [accessed 2023-10-24].Available from WWW: https://books.google.cz/books?id=6MRLAAAAMAAJ&hl=fr&pg=PP7#v=onepage&q&f=false3KANT, E.: Critique de la faculté du jugement (trad. J. Auxenfants. 2019). [online]. Canada, Université du Québec à Chicoutimi, 2019.[accessed 2023-10-24]. Available from WWW:http://classiques.uqac.ca/classiques/kant_emmanuel/Critique_du_jugement/Critique_du_jugement_preface.html4BAUTIER-CASTAING, E.: La notion de pratiques langagières : un outil heuristique pour une linguistique des dialectes sociaux. Langage et société.1981, Vol. 15, pp. 3–135. ISSN 01814095.5PUREN, C.: Gérer la complexité en didactique des langues-cultures. Agentine, Mendoza: XIVème Congrès National des Professeurs de français, 2017. [accessed 2023-10-24]. Available from WWW: www.christianpuren.com/mes-travaux/2017e/6EINSTEIN, A.: Entwicklung unserer Anschauungen über das Wesen und die Konstitution der Strahlung. Physikalische Zeitschrift. 10, 817-825, 1909. [accessed 2023-10-24]. Available from WWW: https://www.ekkehard-friebe.de/EINSTEIN-1909-P.pdf7BROGLIE (de), L.: Déterminisme et causalité dans la physique contemporaine. [online]. Revue de métaphysique et de morale. 1929, no. 36. [accessed 2023-10-24]. Available from WWW: http://www.jstor.org/stable/408967228HEISENBERG, W.: Physique et philosophie (trad. J. Hadamard). Albin Michel, Paris, 1971. ISBN 2226050507.9BACHELARD. G.: Le nouvel esprit scientifique. P.U.F., Paris, 1934. ISN 213044374510FANTINO, J.: La notion scientifique de complémentarité et l’objectivité du discours en science et en théologie. Revue des Sciences Religieuses. 2003, Vol. 77, pp. 389–412. ISSN 0035-2217.11PUREN, C.: La didactique des langues à la croisée des chemins, essai sur l'eclectisme. Didier, Paris, 1994. ISBN 227804267X.12KANT, E. Critique de la raison pure, préface de la seconde édition (trad. d A. Tremesaygues et B. Pacaud. 1944). P.U.F., Paris, 2012. ISBN 978-2-13-060871-4.13BROGLIE (de), L. : La physique quantique restera-t-elle indéterministe? [online] Centre international de synthèse. 1952. [accessed 2023-10-24]. Available from WWW: https://www.persee.fr/doc/rhs_0048-7996_1952_num_5_4_296714DAGOGNET, F.: La subjectivité. Les empêcheurs, Paris, 2004. ISBN 2846710910.15DUBUFFET, J.: L'homme du commun à l'ouvrage. Gallimard, Paris, 1991. ISBN 2070326322.16BOYON, J.: L'objet de la DLE. Verbum: Analectica Neolatina. 2006, Vol.8, Issue 1, pp. 155–162. ISSN 1585-079X.17PUREN, C.: La didactique des langues face à l’innovation technologique. [online]. Presses Universitaires du Midi. 2001. [accessed 2023-10-24]. Available from WWW: https://books.openedition.org/pumi/1038?lang=fr18CASTELLOTTI, V.; MOORE, D.: Contextualisation et universalismes: quelle didactique des langues pour le 21e siècle? In: Blanchet, P., Moore, D., Asselah Rahal, S. (eds.), Perspectives pour une didactique des langues contextualisée. 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