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.

Content and Language Integrated Learning (CLIL) plays a key role in addressing the issue of meaningful and authentic learning. Central to this approach is the concept of a foreign language in a meaningful context while taking into consideration dual aims, i.e. a linguistic and a content aim. The purpose of this paper is to review recent research into the problematics of CLIL and its implementation at primary, lower-secondary and upper-secondary schools as well as to explore the experience with and perception of student teachers towards the CLIL approach. The data were obtained from a semi-structured questionnaire distributed among student teachers of English language and literature (in combination). Based on the data obtained, approximately half of the respondents have had an experience with the CLIL approach in the past. Moreover, the majority of the respondents perceive such an experience as positive.  Student teachers' previous experience with CLIL can play an important role in addressing the issue of implementing this approach into teaching by teachers – beginners. Thus, it is believed that the paper will contribute to our understanding of the approach, its implementation at primary, lower-secondary, upper-secondary schools and the perception of the approach by the student teachers of English (in combination) in Slovakia.