Dzieci trzeciej kultury są stosunkowo nowym podmiotem badań w Republice Czeskiej. Niniejsze badania jakościowe obejmują dzieci, których językami ojczystymi są czeski i angielski, a każdy z rodziców ma inne zaplecze kulturowe. Ich dzieci uczęszczające do szkół podstawowych w Republice Czeskiej muszą często pokonać innego rodzaju problemy dotyczące przygotowania się do nauki szkolnej niż ich jednokulturowi rówieśnicy. W części metodologicznej staram się zidentyfikować te problemy oraz powody zamieszkania tego typu rodzin mieszanych w Republice Czeskiej, mimo że nie zawsze jest to dla ich dzieci łatwe.

The article substantiates the importance of using a communicative approach in foreign language teaching. The term “communication” is interpreted by scientists as a totality, meaningful generalisation of theoretical and practical knowledge presented in the form of concepts, principles, provisions that promote mutual understanding, and situations necessary for successful interactions. The purpose of teaching a foreign language in a higher education institution is the possession of future teachers of communicative competencies that allow them to implement their knowledge, skills and abilities to solve creative problems. The principles of communicative learning are determined: the principle of speech and mental activity, individualisation, functionality, and novelty. The main factors of effective application of the communicative approach important for teaching a foreign language are highlighted: communicative orientation of all kinds of training; the main link in learning by their interests, abilities, and needs; teaching materials are presented on a thematic or functional basis. Communicative teaching methods are identified, which are based on a humanistic approach and aimed at the development and self-improvement of the individual, the disclosure of its reserve capabilities and creative potential, create conditions for effective improvement of education in higher education. The scientific novelty of forming students’ communicative skills in higher education institutions is determined by changes in the education system, focusing on the formation of communicative competence of future professionals. The use of pedagogical tasks in foreign language classes allows students to form a communicative culture, skills and abilities of foreign language communication; contributes to the real, personal preparation of students for future professional activities; makes foreign language classes more interesting and meaningful. Orientation of foreign language classes on the development of professionally necessary communicative skills and communicative culture ensures the implementation of the principles of the contextual approach of learning, increases students’ motivation for learning and the success of foreign language learning.

This article is written on a relevant topic. It is a fairly original alloy for exact science, in which rigorous data, formulations, basic conclusions and generalisations are intertwined with interesting and even, to a certain extent, fascinating material. The article is complicated and enriched by a comparative analysis of phytonyms in two languages of different groups. With the apparent dominance of the former, the work is divided into several parts. The first one provides brief information about the terminology itself. The meaning of phytonyms is given according to world standardisation. The author clearly and distinctly clarifies that the phytonymic vocabulary in English and Azerbaijani has gone a long way in development and formation. Moreover, it is emphasised that when analysing phytonyms in the Azerbaijani language, it is necessary to pay closer attention to the etymology of specific words and expressions. In the second part, the colour scheme is differentiated. The third, which logically follows the second, shows its uniqueness in the two named languages. Finally, in the fourth part, various ways of using them are proposed for consideration and linguistic analysis. Having completed the theoretical part, the author proceeds to the practical implementation of the central theme, that is, he subjects the most famous English and Azerbaijani phytonyms in science to differentiation. It is based on individual nominations and so-called locatives. Again, as before, the article’s author focuses on comparing the desired vocabulary in two languages. When analysing the content of phytonyms, the author relies on their characterological features. These are form, time, age, quantity, and quality. Summarising these features, unifying them and bringing them into a single system is possible. As a result, phytonyms in two languages are presented as a fragment of the overall picture of the universe. Their purely biological nature does not obscure strict linguistic analysis. In our opinion, the evident success of the article’s author should be considered in the constantly cited comparisons of facts or phenomena of two perceived sides: biologists and linguists. In some cases (shown in the work), they partially coincide, but they may have completely different estimates. The latter is observed in the case of identification by linguists of purely distinctive features and signs. Individual characteristics follow from this. It is correctly noted that each specialist is looking for his own angle of view on the desired problem, but all conclusions and generalisations are reduced to linguistic analysis. In any case, the overall picture turns out to be clarified.