Straipsnyje nagrinėjamas kognityvinės ir komunikacinės kalbos mokymo metodikų derinimas mokant lietuvių kalbos kaip svetimosios. Tyrimo tikslas – teoriškai ir empiriškai pagrįsti šių paradigmų sinergijos principus bei atskleisti jų taikymo galimybes siekiant spartesnio ir efektyvesnio kalbos įsisavinimo. Remiantis kognityvinės lingvistikos, neuromokslų ir šiuolaikinės edukologijos įžvalgomis, kalba traktuojama kaip dinamiškas semantinių, konceptualių ir patyrimo ryšių tinklas. Empirinė tyrimo dalis atlikta su 44 suaugusiais ukrainiečiais, karo pabėgėliais, kurie mokėsi lietuvių kalbos A1–B2 lygiais. Tyrimas parodė, kad kognityvinė prieiga, derinama su komunikacine, reikšmingai mažina kalbėjimo baimę, skatina prasmių konstravimą ir stiprina kalbinį įsitraukimą. 60 proc. pradedančiųjų (A1) pradėjo kalbėti, 70 proc. studentų – vidutinio lygio (A2–B1) patobulino kalbos vartojimą, 20 – pasiekė aukštesnį lygį (A1→A2; A2→B1). Studentų refleksija atskleidė teigiamą požiūrį į šį metodinį modelį. Tyrimas patvirtino, kad kognityvinės ir komunikacinės metodikų sinergija yra veiksmingas būdas skatinti semantinį mąstymą, komunikacinį aktyvumą ir tvarų kalbos įsisavinimą.

Straipsnyje nagrinėjamos andragogo kompetencijos. Remiantis literatūros šaltiniais, aptariamos pagrindinės suaugusiųjų mokymo(si) teorijos, nagrinėjamos andragogų kompetencijos ir išskiriamos pagrindinės andragogo kompetencijos.

This article deals with adult learning issues. In the first part many definitions of adult education and various definitions of the concept are analysed. In the second paragraph, the results of case studies conducted in Kaunas Adults Educational Centre with learners of 10–12 forms are revealed (2009–2011). Research analysis helped to determine the needs of the learners in educational process, their further expectations and learning problems. The results showed that the evaluation of learning motivation of adult learners can be distinguished to four student groups, which differ in their approach, not only in the educational process, but also in learning expectations. The organization of the adult learning process in Kaunas Adult Educational Centre are awarded the opportunity to meet all the needs of the learners, but how and at what level those needs are met depends on the learners’ motivation and their self-esteem. Learning forms and diversity of approaches discourage adult learners to learn, if they do not like the learning process, do not have the necessary motivation or purpose in life. While working with these students, individual attention of andragogues and differentiated tasks are especially important. The development assistance to adult learners need to develop the authority granted andragogues assistance and the activity of consultants.

Adult teachers’ (andragogues’) definition is not clear yet because adult teachers act not only in the field of teaching/learning but also in the fields of research, politics etc.Professionalization is a purposeful, continuous and systematic process. There are important to integrate various forms (models) in professional development in order to meet requirements for continuity and systematization. ICT are very important in professionalization process for adult teachers. Results of research show abilities of ICT usage are more important for adult learners neither organizers of Grundtvigactivities. Positive evaluation of Grundtvigactivities in ICT learning was mentioned in more than 70% of participants.

The object of the research is learning motivation of music and primary school teachers. The objective of the research is to disclose peculiarities of music and primary school teacher learning motivation. The methods of the research: analysis of scientific literary sources, surveying on the basis of a specially prepared questionnaire, educational observation, qualitative and statistical data analysis. The research was carried out in 2006-2007. It included surveying of 121 extramural students of music and 64 students of primary education (studying by reference) representing different regions of the country. The ages of the research participants vary to a great extent - they range from 19 to 50 years and over. The major motives of learning music and primary education have been determined. They are seeking higher university-type education, a wish to acquire knowledge, a wish not to lag behind life, a wish to receive a diploma, internal drive, as well as a need for communication. The research also disclosed the main factors hindering learning (i.e. the ones suppressing learning motivation): financial difficulties, age, health problems, negative attitudes of employers, envy among colleagues, and absence of support among family members. A relation has been distinguished between age and learning satisfaction.

Straipsnis skirtas užsienio kalbų mokymo(si) efektyvumo problematikai. Pristatomas tyrimas – apklausa, kuria siekta išsiaiškinti, kokias užsienio kalbų mokymo(si) formas ir metodus studentai laiko efektyviais. Taip pat aptariama, kaip respondentai vertina didaktines ir dalykines užsienio kalbos mokytojo (dėstytojo) kompetencijas, išsamiau apžvelgiamas studentų požiūris į modernių technologijų panaudojimą užsienio kalbos pamokoje (paskaitoje). Apklausoje dalyvavo trijų Lietuvos universitetų įvairių studijų krypčių studentai.

In the late 1960s in the vocabulary of adult education sector appeared new stresses and a paradigm shift has started to take place – from adult education towards adult learning. And now, due to the involvement of UNESCO, OECD and other EU organizations in the promotion of this idea, lifelong learning has received an international recognition. And with the Memorandum on lifelong learning which was released in 2000, the idea of lifelong learning has been successfuly developed on the political level. With the growing importance of this concept for the policy of education, it beacme a guiding principle for restructuring education in national contexts. Lithuanian system of education for these changes oppened only when Lithuania re-established independence and when the General Concept of Education was produced (1992). In this document adult education was treated as consisting from general adult education and vocational training. The discussions on the idea of lifelong learning were started only in 2001 together with the analysis of Memorandum. And legislation of this idea took place only in 2004, when the Strategy paper on lifelong learning was released. The shifts in paradigms, expressed in the documents – from adult education towards adult learning – in Lithuania, compared to other countries, was very sudden. Thus, the implementation of these changes into an educational practice became a challenging task for all the participants of adult education.[...].

This article seeks to reveal the importance of knowledge and learning organizations in contemporary and the rapidly changing world. The authors present the research, which analyses how organization members estimate learning opportunities and points out the main obstacles occurring when creating a learning organization.