The twenty-first century is a time of unprecedented social and technological development. Defining the period is an internationally interconnected world pregnant with information, dynamic events, and individual choice. These attributes create a highly complex, unpredictable, ambiguous and volatile environment that places new demands on every adult individual to continue in their efforts to educate, requalify and upskill during the course of their whole life. Based on both national and international educational strategies, a willingness to pursue life-long learning and an ability for it represent the main objectives for the curricula and educational programs. The current study presents a language teaching model that aims at student autonomy in language learning. The model, specifically focused on business English, was based on student needs analysis studies conducted and replicated in 2006, 2013 and 2016 at ŠKODA AUTO University, and as part of an international HEI cooperation research between 2017 and 2020. The Content and Language Integrated Learning (CLIL) approach is adopted to combine course topics and outlines. In-class and self-study activities aim at language competences proportionally distributed between reading, writing, listening, and speaking tasks. Teaching methods cover both individual work and peer cooperation. Course requirements provide students with a high degree of freedom when making decisions about the content of their projects. As such, this concept helps students find the area of their self-realization, which boosts their motivation, willingness and ability both to continue and self-direct their further learning.

中文翻译：

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为二十一世纪的能力设计语言课程：捷克共和国大学环境中实施的学习者自主教学模式

二十一世纪是社会和技术空前发展的时代。定义这个时期是一个充满信息、动态事件和个人选择的国际互联世界。这些属性创造了一个高度复杂、不可预测、模棱两可和多变的环境，这对每个成年人提出了新的要求，即在他们的一生中继续努力接受教育、重新获得资格和提升技能。基于国家和国际教育战略，追求终身学习的意愿和能力是课程和教育计划的主要目标。目前的研究提出了一种语言教学模式，旨在实现学生在语言学习中的自主性。该模型专门针对商务英语，基于 2006 年、2013 年和 2016 年在斯柯达汽车大学进行和复制的学生需求分析研究，并作为 2017 年和 2020 年间 HEI 国际合作研究的一部分。采用内容和语言集成学习 (CLIL) 方法结合课程主题和大纲。课堂和自学活动旨在培养在阅读、写作、听力和口语任务之间按比例分配的语言能力。教学方法包括个人工作和同伴合作。课程要求为学生在决定项目内容时提供了高度的自由。因此，这个概念可以帮助学生找到自我实现的领域，从而提高他们继续和自我指导进一步学习的动力、意愿和能力。