Abstract
Foreign language teaching methodology (FLTM) is a long term and uneven process. Systematic theory and research focussed on FLTM from 1940s (in the Czech Republic 1950s).
FLTM as a standard academic discipline is being established only gradually and in different cultural frameworks also unevenly. In research and theory has changed accents during that period - from teaching in the last decades of the 20th century towards learning processes, learning and acquisition.
Diachronic perspective captures also historical and social conditioning of FLTM development and the strength of external factors, also in the relation to its inside diversification. Basic conceptual question for FLTM is the question of so called mother discipline.
In contrast to the other school subjects, foreign languages are not so clearly related to one discipline, they do not have such a clear reference framework in the real life. Moreover the need of pluriculturality comes into play nowadays.
Perception of foreign language learning and acquisition is also a key aspect of FLTM conception. Foreign language teaching methodology development was, from the 1960s, influenced by the theories of foreign/second language acquisition, at the same time, next to the cognitively oriented ""mainstream theories"" more socially oriented theories are gradually being promoted.
In relation to this development, the need to emphasize the reflection of ""teaching practice localisation"", as well as the requirement of pluriligualism reflects the local character of real language usage. Dynamics of changes of the key concepts and deepening the theoretical reflection of FLTM thus form new challenges for FLTM.
Thus it is necessary to improve communication among the individual foreign language methodologies and subject methodologies in general in such a way that it would lead to conceptual closening and mutual enrichment; better personality provision; strengthening of publication activity.