ISSN: 1801-1489 | ISSN online: 2336-8136 | DOI: 10.32725/lv.2026.42
Lingua Viva vol: 22issue: 42
Published: 22. 5. 2026, online: 22. 5. 2026
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Contents
THE USE OF TASK-BASED ACTIVITIES: AN EXAMPLE FROM ESP FOR ARCHAEOLOGY
Denisa Šulovská
DOI: 10.32725/lv.2026.42.01
English for Specific Purposes at the tertiary level now places strong emphasis on meaningful interaction supported by authentic materials and real-life professional contexts. This is reflected in the growing adoption of task-based, project-based, and scenario-based approaches. Unlike traditional form-focused instruction, these activities require students to use language purposefully within professional or disciplinary contexts, thereby integrating language development with the cultivation of transferable competencies such as critical thinking, problem-solving, and collaborative communication. The design of such materials is not without its difficulties: it demands sustained investment of time and — crucially — a level of familiarity with the target discipline that most language teachers cannot be expected to possess. This tension between pedagogical expertise and subject-matter knowledge is a recurring concern in the ESP literature and motivates the present study. This paper explores the role of task-based activities in the ESP classroom, focusing specifically on a scenario-based activity designed for archaeology students. It examines students’ perceptions of the activity and discusses the implications of incorporating similar tasks into ESP instruction.
TEAM-TEACHING ALS MODELL BILINGUALEN UNTERRICHTS: EINE FALLSTUDIE
Filip Zajíc, Michaela Hánová
DOI: 10.32725/lv.2026.42.02
The study analyses the implementation of a bilingual team-teaching model at the 6th Primary School in Cheb, where German is taught as the first foreign language. Two tandem types were compared: L1+L2 (Czech-German teachers) and L1+L1 (two Czech teachers). In the L1+L2 tandem, German was consistently used as the medium of instruction, promoting linguistic accuracy, while the L1+L1 tandem relied on playful activities that enhanced motivation. On average, German was used in 67% of lesson time. The findings highlight the importance of teacher cooperation and targeted professional development.
LEXIKALISCHE VARIATION IN WIEN: AUSTRIAZISMEN IM SICH WANDELNDEN EUROPÄISCHEN KONTEXT
Dalibor Zeman
DOI: 10.32725/lv.2026.42.03
This article examines the status of Austrian German, with particular focus on Austrian lexical items in the context of a globalizing European Union. The analytical section presents an empirical study investigating the use of Austrian expressions in the commercial market in Vienna. The results support the hypothesis that traditional Austrian expressions are widely recognized and commonly used in contemporary communication. Austrian German is a standard variety of German spoken and written in Austria. It differs from the variety used in central and northern Germany, as well as from Swiss German, particularly in phonetics, morphology, syntax, vocabulary, and semantics. The regional issues of Bavarian will be discussed in more detail later in the text. Despite its recognizable accent and a large number of distinctive lexical items, Austrian German does not qualify as a separate language. According to Ebner (2019), Austrian German includes more than 8,000 distinctive lexical and idiomatic items. His dictionary documents features such as pronunciation, grammar, etymology, and stylistically appropriate usage, including words such as Bauxerl and Kren as well as idiomatic expressions such as den Wurstel machen. The Variantenwörterbuch des Deutschen further records around 12,000 standard German lexical items showing national or regional variation, together with their general standard German equivalents.
SLOHOVÉ POSTUPY A SLOHOVÉ ÚTVARY V AKTUÁLNÍ PEDAGOGICKÉ PRAXI ZÁKLADNÍCH ŠKOL
Martin Schacherl
DOI: 10.32725/lv.2026.42.04
This study focuses on the position of communication and composition education - especially stylistic procedures and genres - in curriculum documents and teaching practice. An analysis of the Framework Educational Programme for Primary Education and selected textbook series (Fraus, Nová škola, Taktik) showed that this component is, both quantitatively and in terms of content, overshadowed in textbooks in favour of the language component and reduced to the practice of a fixed set of genres, while stylistic procedures appear only marginally and mainly at a theoretical level. However, the systematic development of fluent and coherent communication should be at the core of communication and composition education, which is not sufficiently supported by the current concept of textbooks. This paper therefore analyses the didactic potential of stylistic procedures in comparison with forms and emphasizes their importance as a more universal, realistic, and flexible basis for teaching, enabling more consistent development of functional written and spoken communication while opening up space for students’ creativity and authentic expression.
UMĚLECKÝ LITERÁRNÍ TEXT PRO DĚTI M. DRUONA JAKO PROSTŘEDEK ŠKOLNÍ EDUKACE A VOLNOČASOVÉ VÝCHOVY PRO UDRŽITELNÝ ROZVOJ
Helena Zbudilová
DOI: 10.32725/lv.2026.42.05
The study examines the work of M. Druon to highlight the relevance of education for a sustainable environment as an essential part of school education and leisure activities. Education for sustainability emphasizes not only knowledge, skills, and abilities, but above all attitudes and values, and should be a part of lifelong learning. The text explores how literature for children and young people can contribute systematically to the cultivation of readers, developing their reading skills, sensitivity to environmental and social issues, and critical thinking. Grounded in the concept of sustainability as ethical education, Druon's artistic text helps readers better understand themselves and the rapidly changing world around them.
LINGVODIDAKTICKÝ PRÍSTUP MILANA HRDLIČKU VO VÝUČBE ČEŠTINY AKO NEMATERINSKÉHO JAZYKA V POROVNANÍ S LINGVODIDAKTIKOU SLOVENČINY AKO CUDZIEHO/DRUHÉHO JAZYKA
Jana Lokajová
DOI: 10.32725/lv.2026.42.06
This paper focuses on the presentation of Milan Hrdlička’s linguodidactic approach to teaching Czech as a foreign language and its comparison with Slovak perspectives on teaching Slovak as a foreign or second language. In the first part of the study, the key principles described by Hrdlička in his three publications will be summed up based on Kapitoly o češtine jako jazyku nemateřském (2019), Kapitoly z didaktické gramatiky (2023), and Čeština mezi jazyky (2025). In the second part of the paper, selected didactic issues in the teaching of Slovak as a foreign language will be compared, including the critique of language textbooks, noun declension, verb conjugation, and the gradual presentation of case and tense. In the didactics of both languages, common analogies will be pointed out along with certain challenges in the presentation of selected grammatical phenomena.