The article deals with the implications of the anthropocentric language theory by F. Grucza for foreign/second language teaching and learning process designing. In the first part the anthropocentric language theory is presented in connection with other modern linguistic approaches. The first part also touches upon the problem of the linguistic and nonlinguistic knowledge that humans need in order to perform and to understand language utterances. In the second part conclusions for the didactic process are drawn. In accordance with the theoretical issues some principles for the shaping of didactic materials (e.g. “authentic” texts), teaching forms and activities, adequate tasks and contents of a language lesson are described. One of the main issues of this part is also the range of communicative skills that should be developed by foreign/second language learners.

This paper deals with the need of establishing a prioritization of spoken language in foreign language teaching. It particularly concentrates on the tasks and challenges which it presents to philology. Due to the fact that this aspect has not been studied thoroughly yet it is argued that the spoken language should get its proper consideration especially nowadays. Based on wide scientific literature this paper also attempts to canvass the problems of teaching spoken language to foreign language learners.
 

In the article an attempt has been made to look for connections between the vampirism and the incest. Both of the phenomenons are determined by blood that expresses the unity of life, love and death. The untitled dramatic fragment by Georg Trakl is a text where the murder committed on a woman discovers hidden areas of the existence of her familiy.

This survey article about the situation of language teaching policy in France in 2012 looks mainly at the changes introduced by the European language policy. The Common European Framework of Reference for Languages puts less emphasis on linguistic skills than on social-ethical goals and so furthers, at least in France, a language teaching aiming at a soft interculturality without much knowledge about geography, history and civilisation of the corresponding country.

Both Bachmann and Jelinek hold that the underlying causes of the greatest crimes can be sought and represented in everyday acts of violence. The aim in this paper, however, is not to propose a thematic investigation of the doer/ victim opposition in the works of the two authors but rather to examine the writers’ manifold poetic strategies so as undermine and liquefy the doer/victim opposition. The victim theme is also connected with a reflection on the role of the writing subject; in Bachmanns Malina as in Jelineks Greed, as well as in the latter’s Nobel acceptance speech, an unsovereign authorial role is staged whose material in the writing process becomes neither object, nor victim.