Metodika

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 outride of education and pedagogy, which is quite evident from the mentioned Volpicelli`s definition and methodologies that can generally be regarded as a form of application methods within any discipline, including skills, then do not date teaching methods looks more redundant or incomplete, and also leaves no doubt about which or whose teaching methods are working. Teaching methods have explicitly in mind that lessons from the standpoint of theory, about which there is an extensive literature and from the standpoint of practice to be able to define classes and why they should be a teaching methodology?
“Classes are interactive event in which students under the guidance of professionally trained teachers, a plan, to specially created events with the aim of better personal socializing, qualifying and personalization?”
Definition of classes highlights the two above her main support. On the one hand it is a qualified teacher who besides must have expert knowledge and high skills of mediation skills learned at lower levels, which implies further specialization. On the other side there is a student who participates in the teaching of their own for at least three reasons: socialization, qualification and personalization.
Teaching is inherently a very prominent social aspect because it teaches students functioning within social structures. There, in any case, not just a passive socializing but also the student`s critical attitude towards social deals. This means that a student adopting a social basis, expanding their framing its own innovation, because this aspect of promoting the growth of the human person must assume individual and offered a critical attitude towards the achievement. Another objective of the course is to enable its future qualifications. In teaching the pupil or student with a professional knowledge and skills by which he will be somebody in the future, thus ensuring the existence itself. The third goal is to personalize teaching, one of the major educational foundations. In this case, the teaching in the first place, more than the educational aspect, prominent educational aspect that teaching is not in any case cannot and should not forget if you want to remain true to its own framework.
Quality teaching and then teaching methodology are very important to the school as an institution that organizes, performs and discusses lessons. The school is a structure that is responsible to himself the task of complying with all requirements of the quality of teaching, in which, you will feel comfortable and the teachers and students, who will both, facilitate personal and professional growth, which will have the necessary didactic aids, be adapted to various social forms of labour, etc. In addition to students and teachers as the main carriers of the teaching process so it is assumed, or should have to make the educational process worked: adequately organizing and equipping schools, places of teaching, which is unthinkable without the methods and methodology.
“The teaching methodology is inevitably talk about teaching methods, social forms of instruction, equipment and teaching materials, teaching methods, the importance of teachers in the teaching process, the place and role of students in the classroom, its curricula, teaching textbooks, manuals, conceiving, designing and executing curriculum topics organization and implementation of individual lessons, setting and achieving educational goals, highly-organized schools that can guarantee high quality instruction, exemplary school that can guarantee high quality instruction, exemplary school atmosphere, the anticipation surrounding the school staff who are qualified teachers, special forms of evaluation of teachers, students and outcomes learning.”
The main, or perhaps better said, the only subject of teaching methodology has been teaching as a very sophisticated activity on all the above amenities, which takes place through the educational structure, with a special emphasis on the arts, modelled and performed on the basis of theoretical knowledge about teaching that it designs itself, or at least they are still borrows from one of the concepts of didactics.
In the case of the methodological training of future teachers, it should make a difference between their methodology and their teaching and pedagogical qualifications. The methodology adopted by the student within the profession methodological course of his profession and it comes to teacher learning. The teaching methodology is taught what it will enable to student to function primarily as a teacher rather than as a scientist, so in that sense, his teaching maximum uniformly within which, previously or in the teacher learning gained expert knowledge methodical cover only a smart part of it, and all the other relates to his or her capacity as a teacher in general. The teaching methodology is in contrast to be profession; the emphasis is placed on teaching as a special and very sophisticated activity and its flawless functioning. Students must learn all the skills to design, planning, organizing and teaching, and all that which allows its full functioning. The teaching methodology is therefore going more in the direction of qualified teaching work in general, which is much wider than working in a particular school subject. Teaching methodology takes in mind and accounts with objects that provide a broader and deeper consideration of educational problems and the disciplines from which to take the contents, that is, with the curriculum of a subject matter.
CONCLUSION
Teaching is complex, multilayered, critical educational activity when it comes to the education of teachers and necessarily assumes its methodology as such well known in the world for several centuries, and about it today largely reflects, breaks down and write, though not so much from us as in other states. “Its job, in addition to solving the problem of teaching methods, and lectures, transmitting educational content, and treatment of teachers in the classroom, the relationship between student and teacher, creating an effective teaching environment, organizing and equipping schools and places of teaching, the use of appropriate teaching aids and equipment, etc., and the logic of this procedure is very similar to many problems, especially when they belong to the same area.”
Educators and all those who are in any way holders in the educational process (teachers, tutors, professors) need to be trained in teaching methods, monitoring and adoption of certain scientific, technical, artistic, and other facilities, and all that the educational process as a complex event in order to complete it at the end will work flawlessly. In other words, they should be trained in teaching methodology. It is not uncommon, for example, that whole classes “let down” from a particular school subject just because a teacher doesn`t know to motivate, inspire, interest and to customize content specific age and specific social situation. Teaching methods in its theoretical and practical work in particular is becoming independent, without denying its “origin” and further connection as long as it is relevant to the concept of interdisciplinary science. Teaching methodology enables future teachers to use quality sources of knowledge, learning to plan the educational process, organize, monitor and evaluate its course, to use the social approach in teaching master the specific application of each out to meet contemporary solving educational problems on the theoretical and practical levels. “Teaching methodology is a systematic rethinking of the theory and practise of teaching in order to improve the educational process and as such is a central postulate of teacher education.”
The concept of teacher education has become more functional, versatile, and convenient when it comes to the methodical training of future teachers with much more confidence accept a very good job.

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[ 2 ]. Ignazio Volpicelli is a professor
[ 3 ]. Antonio Pieretti