kalbose, lyginant semantines ir etimologines trijų kalbų idiomų su semantiniu transporto komponentu ypatybes. Tyrimo duomenų bazę sudarė 158 idiomos (40 angliškų, 86 lietuviškos ir 32 lenkiškos), kurios buvo renkamos iš penkių žodynų. Tyrime buvo naudojami kokybinis, kiekybinis ir lyginamasis metodai. Atliktas tyrimas parodė, kad dažniausiai idiomose aptinkami transporto komponentai yra gyvūnų pavadinimai (pvz. arklys, žirgas) arba gyvuliais varomos transporto priemonės (pvz. vežimas, rogės). Tyrimo rezultatai parodė, kad idiomų semantikoje atsispindi tik dviejų rūšių transporto priemonės: žemės ir vandens. Tirtose idiomose nerasta mechaninių transporto priemonių semantinių komponentų, tokių kaip automobilis, lėktuvas ar traukinys. Tyrimo metu taip pat buvo nustatyti kultūriniai panašumai tarp Jungtinės Karalystės ir Lenkijos. Abejose kalbose yra vartojamos idiomos, kurių kilmė susijusi su žirgų lenktynėmis. Taip pat tyrimas parodė, kad asilas anglų ir lietuvių kalbose yra suprantamas skirtingai – lietuvių kalboje kaip kvailas gyvūnas, o anglų kalboje kaip darbštus. Suvokimo procesų panašumai buvo nustatyti anglų ir lenkų kalbose. Tyrimas parodė, kad šiose dviejose kalbose arklys ir valgymas suvokiami panašiai.

CLIL (Content and Language Integrated Learning), as an approach to bilingual education in which both content and a foreign language are taught together, started to be employed in secondary schools of Lithuania more than a decade ago; however, there still exists a diversity of opinions towards its benefits and flaws. The studies on CLIL in the European countries have shown that the success of CLIL very much depends on the existing policy documents on the national level regulating CLIL implementation and providing guidance to schools and teachers. It also depends on the amount of research conducted on CLIL in a particular country. Therefore, the aim of the present study is to analyse the current state of affairs of CLIL in Lithuania in terms of the existing policy documents, implemented projects and conducted research that would serve as a theoretical background highlighting the necessity for further analytical investigation. The results of the analysis have shown that no coherent national policies in terms of teaching CLIL have been developed or legal government regulations have been issued in Lithuania until today. The present study has revealed that systematic approach towards investigation of CLIL in Lithuania has not yet been adopted which resulted in the lack of comprehensive analyses on an overall situation of CLIL in Lithuania as well as on factors ensuring efficiency of CLIL implementation in particular. The findings of the study point towards the need for such analyses in the future.

The aim of the research was to determine linguistic means of gender representation in the Lithuanian, British and Argentinian EFL textbooks. To achieve the aim, EFL textbooks circulated in Lithuania (Super English 4), the UK (Speakout) and Argentina (My Life 2) were analyzed with regard to linguistic means of gender representation. The results revealed that the Lithuanian EFL textbook uses compound nouns and proverbs or sayings comprising a word man which is used in its generic meaning. Moreover, the analysis of verbs used to define gender in the British EFL textbook demonstrated that females are involved in more various mental processes in relation to males. In contrast, the Argentinian EFL textbook can be treated as the best-balanced textbook with regard to gender-biased use of language. Further studies can examine other aspects of gender representation and cover wider range of EFL textbooks.