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The authoress surveys recent research into how people acquire languages and considers its relevance for language teaching. She describes the most important studies and ideas about language acquisition. The method mentioned above is element. If we compare it with other language skills, i.e. reading, writing, speaking, it is above all listening that is used most. But to acquire sufficient proficiency, learners must cover a long way. Language teaches should do it for students the most pleasant as possible. Listening in language classrooms is being assessed, according to levels of students' understanding contents. The authoress familiarizes readers with several ways of teaching by principles that are in fact interactive approaches to learning foreign languages. We may use forecasts, news, listen radios, watch films in target language, be in touch with native speakers. It is reccomended to write down new word power, according to set context.

The article deals with the mental strain, as subjectively perceived by Czech soldiers and their families in the course of and after return from international missions. The research part was processed based on nine in-depth interviews with soldiers with different experiences from foreign missions. The data were processed with the help of grounded theory. The results showed that the involvement in missions is mainly positively assessed, primarily thanks to professional development. The operations bring specific stressors; additionally to critical situations, there is primarily the stress related to separation from the family and the cabin fever. The soldiers cope with the stressors thanks to the contact with their families, thanks to a good team, leisure time activities and support from the chaplain or the psychologist. The duration of the adaptation stage after the mission varies very much. It includes problems with restoring contact with the children and adapting to routine life, as well as the envy of surrounding people, considered by the soldiers a "Czech particularity", caused by low positive publicity of the Czech army.

In October 2008, language knowledge was pretested at the Department of English Language and Literature at the Faculty of Education at the Masaryk University in Brno. The test was developed in accordance with NATO Standardization Agreement 6001 by the examiners of the Defense Language Institute (DLI) of the Czech Army in Vyškov. It covered listening comprehension and reading comprehension tests at SLP 1-2 levels. The tests were organized on behalf of the Department of English Language and Literature by Mgr. Ivana Hrozková and Mgr. Sonia Šamalíková (former Director of DLI Methodology and Testing Department) with a total of 80 students participated in the pretest. The outcomes of such cooperation reiterate the importance of strong ties between both institutions in the field of methodology and testing.

The article describes an approach to development of a national military capability requirements database and its relationship with reference units which will be finally used for assessing capabilities of existing force units. Outcomes from recently completed analyses lead to the conclusion that the single set of capability requirements as specified in the Bi-SC Agreed Capability Codes and Capability Statements, can be taken as a key stone for developing a national database of capability requirements. A due adaptation of this document to the Czech MOD allows getting a complex frame of capabilities which force units shall manage to achieve given operational tasks both in the context of a national or multinational task force group. Consequently such a database can be exploited for setting up a mechanism for capability assessment.

The famous quotation from Moliére that says "Grammar, which knows how to control even kings", implies importance of grammar for everyday use. There are many way of the acquisition of grammar. The best or smartest way of teaching grammar is to memorize rules in sentence contexts to bear them in mind for a longer time, and learn those rules more easily. The authoress presents new ways in teaching grammar, expressed in works by several famous authors, Barton, Birch, Chomsky, Hudson, Larsen-Freeman, Patterson, Pennington, Weaver. Those are: communicative and competitive models, together with systematic and consistent procedures, resulting in highly motivated structure of learning grammar. In the core of this process lies the strong personality of language instructor.

In course of action, modern forces ought to be capable to safe living surroundings by the implementation of environmental protection into military planning and decision-making process. Traditionally it protects not only a location around military bases, training areas, but also in all operational area of deployed armed forces. This study therefore deals with methods of environmental protection and the so-called risk management to prevent damages that can't be remediated, both in the field of natural, cultural or historic sights and relicts.

The paper deals with cyber security, cyber defence and operations in cyber space. It follows earlier performed analysis of cyber defence tasks and proposes distribution of competencies among key players. The required capabilities are derived from tasks determined by legislation, NATO and EU commitments and earlier developed strategic and operational scenarios. Comparing required capabilities and an actual state, a solution harmonizing defence in cyber space with defence of the Czech Republic and ensuring the cyber space defence and integration cyber capabilities into common operations conducting is proposed.

At present, we pay great attention to alternative methods of teaching and learning foreign languages. Actually, it is difficult for language instructor to choose from among them. This article is a sort of hint to help teachers to pick up the most suitable one. Reciprocal teaching has its prominent position, namely in the field of reading with understanding. There four basic strategies: prediction, questioning, clarification, summarizing. During socio-cognitive conflict, in discussion, the language knowledge of learners (students) is pushed up and higher, learners are mutually influenced in social interaction. This learning process is sometimes recorded, monitored. The role of a teacher is multifaceted, indispensable and very demanding. New security threats ask for the transformation of NATO alliance, in the background of political Islam or the recent Russian-Georgian conflict. The contents analysis of presented papers points to main hidden problem lying behind all security questions: whether the U.S. would be able to continue in its role as a world leader, explicitly owing to American economy difficulties, e.g. today's financial and mortgage crisis.

This article focuses on answering the question to what extent did the German foreign and security policy change, based on the ISAF mission in Afghanistan, especially when it comes to military deployment abroad. The author identifies and analyses the consequences associated with the German experience in Afghanistan and their influence on the current and future deployment of German armed forces abroad. The attention is given to the German strategic culture of "civilian power" and the question, if Germany still fulfills the attributes connected with this theoretical concept. The author verifies this assumption by means of the role theory concept, which helps to understand the behavior of Germany on the international level.

In the light of neorealist theory, the Eastern enlargement of NATO satisfies basic feature of expansion: 9 former countries of the Warsaw Pact become members of NATO. USA as a Sea power reinforced its superiority at the detriment of the RF as a continental power. The annexation of Crimea, as a Russian answer, had intensified security fears of post - Soviet countries and of Poland and enlarged the space for external balancing of the USA. Author warns that a confrontational structure had become typical for the area or the Western part of the Post - Soviet space. It increases the number of military incidents, and, even, the threat of a direct military confrontation including a Russian use of tactical nuclear arms, being inspired by the Rogers plan from 1980´s.

The author analyses the impact of the Order of the MOD (1/2007) on language training within the Czech Armed Forces. He examines the situation before and after the publication of the said order and makes recommendations how to optimize the system. He supports his recommendations by empirical data gathered in the preceding eight months at the DLI- Defence Language Institute (ÚJP-Ústav jazykové přípravy) Vyškov and its subordinated branches. The results reached lead us to genuine optimalization of departmental language training. The contemporary system of language instruction, without any amendment, could exist even in the future, but it will not be as effective as it could be.

After several years of reducing of the Czech defence budget there is a reversal and the Czech MoD begins to manage the increased budget especially for Czech Armed Forces capability development. The Czech Armed Forces is for many years actively involved in the process sharing multi-national capabilities of NATO. Among the former activities such as Smart Defence and Connected Forces Initiative, is also initiative Framework Nations Concept. This article analyzes the overall framework of this initiative, direction and development of this concept.

The aim of the article is to bring inspiration and offer needed recommendations for implementing the scenarios in the defence planning process. The article addresses purpose, development and practical application of scenarios in a national defence planning process, utilizing capability based planning (National Capability Based Defence Planning - NCBDP). During the planning scenarios are used for identification and verification of capability requirements. Scenarios depict main features of the environment in which the armed forces will be employed to execute military missions. Scenarios reflect as well operational concepts in a sense of doctrinal use of armed forces. Furthermore, they offer a possibility to identify and quantify required capabilities in a volatile, difficult to predict, complex, permanently and dynamically changing environment, and reduce level of uncertainty and associated risks. In this regard, scenarios are significant analytical and supporting tool of defence planning with high value added. Correct application of scenarios allows defining a set of required capabilities necessary for success in potential future conflicts. Scenarios enable long-term planning of capabilities development and optimisation as a platform for qualified and well informed decisions at the MoD level on the armed forces character, structure and size with regard to the ambitions and international commitments of the country. In the conclusion the article brings recommendations for the defence planning process improvement by exploiting capability based planning and scenarios. Recommendations provided in the article include doctrinal changes, organizational changes within MoD and General staff, recommendations for updating the education plans for military personnel, recommendations for optimization of the defence planning process as well as for necessary changes in the approach of the defence managers and military leaders to the described method.

The paper offers new looks at the system of railroad reconstruction in crisis and emergency situations. It originates from The Operational Plan of State Territory Preparation that is implemented in harmony with The Plan of Technology Protection of Railroad. This article is a free sequel to information published in this Military Revue No. 4/2005 dealing with drafting the plan of railroad technology protection. The authors´ main purpose is to give readers basic knowledge on key changes in railroad security system and main security measurements till 2013. The protection system is intended to be more flexible and economic.

The article informs about the state service of professional soldiers in the Armed Forces of the Czech Republic and the Slovak Republic. It compares the state service of professional soldiers in both countries mentioned and analyses the changes that took place in the Armed Forces of the Slovak Republic on January 1, 2016. With reference to the state service it deals with the career of professional soldiers in the Armed Forces of the Slovak Republic. It offers the list of current career courses in the Armed Forces of the Slovak Republic. It analyses and compares the career courses designed for officers of both countries.

The University of Defence Brno belongs to non-philological schools of technical nature that not only offers training for military specialists, but also puts stress on foreign languages. Unlike many civilian technical graduate schools, it takes over the responsibility for language preparations and therefore studying languages is obligatory both for bachelor and graduate degrees. But in this article the authors are more concentrated on bachelor's programmes. They summarize students' answers to various questions collected at the Faculty of Military Technologies (English language, 300 teaching units), and the Faculty of Economy and Management (two foreign languages, 180 teaching units for every language). There are many elements influencing the efficiency of teaching, the authors analyze some of them and make several recommendations how to improve the space for individual language drills.

How to master foreign language? There are many methods the teacher can use. The authoress enumerates at least the most important ones: grammatical-translation method and communicative language teaching. Both methods are subdivided into smaller groups, emphasizing different aspects of teaching. The second method puts the stress on communication in practical life. The teacher is only a mediator, learners (students) take over responsibility for mastering foreign language. The language is used prevalently in tangible social context. This method could be called "natural approach". The language acquisition is hard and demands extreme efforts. It is 206 never ending process, assuming perpetual repetition of gained knowledge. At the end the authoress (language teacher at Komorní Hrádek Institute) describes her own experiences with learning foreign language.

The article deals with the state of English e-learning on the premises of the University of Defence. The authoress introduces some pages of the electronic materials used for the General Staff Course as an example of modern methods of learning English. She explains the basic principles of the work with these exercises. There is also mentioned the military English interactive CD-Rom that was published last year and is used as the electronic support for learning military English; and also a new CD-Rom that is being developed now is mentioned because it will be used for the General Staff Course participants as well. Because of the fact that Czech military personnel are expected to serve in multinational operations, this interactive CD-Rom will make their language training easier. In the last part of the article, the opinions of the General Staff Course participants on using e-learning materials are given on the basis of questionnaires.

English is one of official NATO languages, therefore at the Defence University belongs among very important subjects. The Centre of Language Preparation took over ELT (English Language Teaching) in all faculties of Defence University, so did at FEM (Faculty of Economics and Management). This paper is dealing with students' proficiency monitoring in ELT and the factors that could influence their results during their language preparation. The authoresses have been monitoring bachelor programme students from the very beginning to the final university terminology exam in English language. The teachers' teams from particular faculties of the University of Defence observe in their research the students' progress for which the questionnaires data were used. The recommendations provide guidance for improving and making more uniform procedures for screening and entrance testing prospective students of the Defence University

The paper deals with the ability of engineer units to provide engineer mobility support in combat operations. Based on the analysis of the results of structured interviews conducted with extensive amount of the Czech Armed Forces officers, and their generalization, were found discrepancies between the current and required state in the organizational structure of engineer units to provide effective mobility support, and requirements for engineer devices to support mobility in the Czech Armed Forces conditions were formulated. The aim of this article is to present recommendations for inclusion of different types of engineer devices into formed engineer formations for mobility support in relation to the tasks performed within engineer role of mobility support and determine recommendations for the further direction of research in this area.

On the introduction, the article focuses on clarifying the place and role of counterinsurgency in current military operations. It also deals with the principles of counterinsurgency and their doctrinal comparison within some advanced armies and the NATO. The aim is to highlight some findings related to principles that should be changed,added in doctrine and incorporated into the training of the ACR troops. The result of the analysis and comparison of individual principles with own experience of the author from the mission in Afghanistan are recommendations given for the troop training in the theatre. The implementation of the proposed measures in preparation of the Czech Army units may improve the effectivenessof counterinsurgency in military operations.

In the first part of the article was described terminology, main features and phases of Russian engagement in the conflict. It was pronounced that Russian engagement in the conflict is possible to designate it as military operation. The second article deals with other aspects of the conflict focused on indication of the Russian forces in operation, its unmasking signs and available operational experiences. The ending of the article deals with future possibilities of Russian engagement in region of the post-soviet states and political-military aspects of Russian foreign policy in extensive connection.

This article deals with the problem of theoretical base of reflective teaching methods and illustrates practical examples and recommendations of experienced language teachers. In detail it explains the structure and principles of this educational concept, and defines differences from regular teaching methods. The authoress explains both teaching and learning through critical reflection practice, how to develop critically engaged learners. She explains how to gather information on students in class in charge, and enumerates questions to be answered. Reflective thinking by means of feedback enriches both students and teachers. "Reflective" teachers are able to monitor, criticize and defend their own activities, planning, implementation and assessment language programmes and instructions. fl

The academic year 2006-2007 is an important milestone for the Defence University, as the freshmen are asked to have relatively high entry knowledge of English language. The concept of English entry tests had to be changed, i.e. entry tests are at the level STANAG 6001 SLP 2. For practical purposes, speaking and writing knowledge of all applicants can't by tested, therefore new test patterns cover only listening and reading (level SLP 2). This represents an extra burden for the staff of the Centre of Language Preparation, influencing language training and testing. The new curriculum was formed, accredited in UNIcert system. It has been implemented for students in the first grade of the Faculty of Military Technologies. This curriculum reflects speaking knowledge at the level STANAG 6001 SLP 3333 and opens the road to European Certificate of English Language.

The NATO common funding has already been used to finance common needs of the Alliance for 65 years and has contributed substantially to its readiness, cohesion and solidarity. A number of reform measures have been approved, and in most cases already implemented, over the period of last several years with the aim of more effective, economical, efficient a transparent use of NATO common funds and the introduction of modern financial management practices. NATO common funding is therefore a live and well-functioning system. Nevertheless, there is still a room for further improvements. The aim of this article is to describe the role of NATO common funding, its basic parameters and tools, its development in the past, and current and future challenges.

The article describes certain findings obtained during the introduction of new methods in the teaching of English language courses organized at Defense Language Institute, Vyškov. It outlines possible problems, which will have to be addressed before the wider exploitation of e-learning in language education for the MoD. It expresses the optimism that e-learning will find the rightful place, especially in the realm of distance learning, as well as support of the administrative and command authorities. The dynamic development of e-learning is prevented only by the barriers of legislative provenance, as military computer network must be protected and secure. The leading authorities are searching for suitable connecting of users that are not only passive participants, but they must be tested and instructed.