Metodika

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INTRODUCTION
In learning languages a distinction is usually made between mother tongues, second languages and foreign languages. A mother tongue is the first language or language one learns or acquires as a child. When immigrants come to a new country and learn the language of that country, they are learning a second language. On the other hand, when Bosnian-speaking students in the Bosnia and Herzegovina learn English or Latin in school they are learning a foreign language. Many theories about the learning and teaching of languages have been proposed. These theories, normally influenced by development in the fields of linguistics and psychology, have inspired many approaches to the teaching of second and foreign language. The study of those theories and how they influence language teaching methodology today is called applied linguistics. Starting with domesticated theory and practice in the Bosnian educational system and in our scientific and technical literature were only the subject methodology and the methodology of each case, based on contemporary literature and methodological arguments about the reasonableness  of speech and teaching methodology in general, no additional reference to a particular subject. Teaching methodology is a central postulate of teacher education and differs from the methodology of the profession, but also of subject methods, is defined as the systematic reflection on the theory and practice of teaching in order to improve the educational process. Bellow we will deal with the very concept of methodology, its development and the effect on their own theoretical development methodology as discipline. TERM METHODS

When we are talking about quite accustomed since the methodology of teaching a particular subject (history, philosophy, psychology, sociology, Bosnian language and literature, mathematics, physics, etc.) while averse to talk about teaching methodology, as if such a thing could not exist or would in extreme cases, in itself was quite imprecise because the phrase immediately concerned and does not imply its object. Each school subject has something specific they must be protected, nurtured and promoted in the educational process and what is being taught or to be taught while students obtain their professional knowledge in high-level education. It certainly cannot completely satisfy all of what you will of him, as a future teacher, look for, and which will besides their work in the field of their profession, and have many other duties and obligations which would have to contribute to all those theoretical knowledge and practical skills in the relevant literature related to articles about teaching, i.e. teaching methodology. If each school subject can have its own subject methods, whether teaching in its entirety as a specific educational process that, among other things, made up of many different items, including their supporting methodologies, have their own methodology? Before, you answer that question, you must define a method of methodology and the context in which literally “the path” in free translation: “following the right way, by coming right path”. In Senc’s glossary term methodos translates as “the way of research, presentation”. A derivative of this term is an adjective metodikos, from whose format feminine methodike performed term “methodology”. For methods Volpicelli says that it “generally indicates the mode of application of a method or more in scientific research”, while Pieretti says it is “generally denotes a set of principles, rules, procedures governing the activities of translation studies, in order to solve a problem that to achieve a certain goal”. The concept of method has several meanings: a procedure or technique by which something can be done; systemic and logical process of study, research or rendering and systematic structure or sequence.

2. INFLUENCE ON THE DEVELOPMENT OF THEORETICAL LEARNING METHODS Taking into account that there are methods and...
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