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The article scrutinizes the importance of sustaining secure ambience for cadets of the Military Academy of Lithuania (MAL) via balancing emotions and perception in attaining accelerated second language learning and acquisition. This Confluent approach to the second language learning and acquisition was constructed by the teachers of MAL to facilitate and accelerate the second language learning and acquisition of the learners via sustaining secure ambience through balancing their emotions and cognitive features necessary for gaining best effect of second learning and acquisition. Consequently, the already constructed Confluent (holistic, emotionally and cognitively balanced) second foreign language learning and acquisition approach, will significantly sustain secure ambience for the learners which will lead to accelerated foreign language learning and acquisition. In terms of verification of this hypothesis, the research was carried out with cadets of the Military Academy of Lithuania. Experimentally achieved results are presented in the article.Methods: group work, free conversation, monologue, free discussion, free expression, interpersonal sharing, concert, dialogue, debating; here and now teaching, student output as class content for language practice, interpersonal sharing and self-awareness.

The article analyses the notion of implementation of visual aids as a part of second language learning strategies (SLLS). Moreover, the article highlights the implementation of visual aids via multimedia in teaching the second language at the Military Academy of Lithuania (MAL) by applying the questionnaire for English language teachers and learners involved in English language learning and acquisition at the MAL. For this purpose of the research, the diagnostic questions were developed by using validated and reliable questionnaires such as the Revised Study Process Questionnaire (R-SPQ-2F) and the Learner-Teacher Motivation (STM) questionnaire in terms of the implementation of visual aids in the SL learning and acquisition curriculum process. The analysis of the advantages of this method implementation into learning process is presented in the article, as well as the requirements and recommendations for authentic audio-visual materials on the basis of multimedia applied for the realization of pedagogical case study in a regular academic curriculum content and the technology of methodological development of authentic video or audio material for the achievement tests. The objective of the research is presented and described on the basis of the research. The research showed the significance of effectiveness of implementation of visual aids methods into the second language learning for they economize teaching, learning and acquisition time and increase motivation of both teachers and learners necessary to stimulate and boost psychological traits of a learner, such as verbal memory, behavior, positive emotions and others indispensable for participating in the language learning process and acquisition. Thus, the object of the research is based on visual aids as a part of SLLS alleviating and facilitating SL learning and acquisition by implementing visual aids as a part of SL learning strategies.The aim of the research is to apply visual aids as direct strategy in the language learning process as a part of SLLS used in the acquisition of a SL. Based on the theoretical and methodological SL learning approach of direct and indirect learning strategies, the methods of visual aids were chosen as the best means to accomplish the aim: to achieve the best effect of the SL learning and acquisition via implementing visual aids as a part of the SL learning strategies. In order to conduct the already set objectives of the research and to test the hypotheses of the research, the questionnaire was used to collect the required data. Moreover, besides the questionnaire data, the data of log observation sheets, pull-out focus groups, checklists, achievement tests and surveys of learners were analyzed too.

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Straipsnio tikslas – apžvelgti įvairius atminties ypatumus, svarbius, mokant užsienio kalbų. Siekdama anglų kalbos metodikos pritaikymo geresnei atminčiai ugdyti, kėliau tikslą išnagrinėti atmintį, struktūrą, funkcijas, veiksnius, rūšis. Pateikta detali atminties psichologinių tyrimų analizė ir kalbinės informacijos vaidmuo atminties vyksmuose atskleidė galimybes ją panaudoti mokant įvairių programinių dalykų vidurinėje mokykloje, ypač tų, kuriems reikalinga atmintis, pavyzdžiui, užsienio kalbai. Antra vertus, atminties psichologijos žinios padeda tobulinti mokymo metodus, kuriais ji pati lavinama.