This paper attempts to introduce current perspective on EFL students of lower secondary level in terms of speech fluency. The major objective of this study is to investigate errors in the speech of students from eleven to twelve years old. This research seeks to address the question of analysing errors in order to explore particular aspects of EFL in the initial phase of Slovak cultural context. Based on the theory of behaviourism that tackles the issue of learning as a habit, the paper deals with the possible influence of perception of abstract concepts in Slovak cultural environment on EFL learning. Furthermore, the paper examines the potential causes of errors or undue hesitation which occur in the students' speech. A combination of quantitative and qualitative approaches was used in the data analysis. The study was conducted in the form of an interview between an interlocutor and a student with data being gathered via audio-recordings which have been transcribed and analysed. It attempts to list possible areas which might be taken into consideration and adapt the EFL curriculum in the initial phase of English language learners in Slovak cultural context.

As many authors agree, positive associations of Content Language Academic Learning have attracted numerous researchers, administrators, teacher educators and teachers, particularly those in the field of English as a foreign language. One of the main goals of the presented article is to offer a comparative analysis of CLIL approach at primary level in Spain and in Slovakia. The need for elaborating this issue is related to the diversity of language and the fact that CLIL has become prolific phenomenon in recent years, especially in pedagogical communication. The paper responds to different claims of the proponents of CLIL emphasizing its numerous benefits. Apart from that, the following paper provides a critical empirical examination of the positive CLIL outcomes in order to identify better its strengths in EFL. Due to distance, a sample of five Spanish teachers and five Slovak teachers at the primary level has been chosen randomly to respond to the online interview elaborating the use of CLIL in the classroom. In order to gain the results of the qualitative nature, the online interview included open-ended questions. Benefits of CLIL could be reflected in the enhanced motivation inside and outside the classroom, the need of students and teachers for critical thinking, requirement for a better concentration and in many other areas. The article presents current findings and brings the possibilities for implementing CLIL into more classrooms and enhancing pedagogical communication in foreign language classrooms.