The main theme of my doctoral thesis is the relationship between processual grammar and Czech language teaching. In comparison with classical structuralistic theories, processual grammar represents a rather different approach to communication, speech and language.

Methodology of processual grammar rejects one of the most important attribute of structuralism, langue (language) – parole (utterance) dichotomy, and it also turns down perception of langue (language) as the exclusive object of linguistic theory. In contrary, processual grammar focuses on principles, phenomena and wide context of speech acts and claims that the main goal of linguistic theories consists in modelling a natural language usage. From this point of view, grammar is not abstractly formulated as a pre-requisite system for the actual use of language, but it is assumed that grammar is always anchored in the specific concrete form of an utterance and it is shaped by the discourse as well as it shapes the discourse. Processual grammar, although originally a notion of the Czech linguistic approach, is very similar to North American functionalist approaches represented by Paul Hopper, Joan Bybee, Sandra Thompson and others.

I think that processual grammar, as a modern linguistic theory, offers new possibilities for teaching of Czech language. To pupils, it introduces speech as a part of behaviour that aims at achieving successful communication. Hence, grammar and its forms should be described at the background their functions in a concrete discourse and pupils should learn how to use their knowledge of grammar by producing their own utterances and written texts. This approach to language teaching would probably lead to reduction of grammar knowledge in traditional sense, because it chooses merely grammar phenomena that are necessary for achievement of better communication and cognition functions of discourse.