Immersivity and focus: elements of edulingvistics in RFL

The paper aims to elucidate the INNOVATIVE role of the aspectual approach to the educational resource – the Phonetic Agenda. Initially, the fundamental elements of the ideatic conceptualization of the related documents, indispensable for theorizing the study process, will be presented. The article refers to the overall approach in developing the pedagogical study model RLS – the constructivist paradigm. The elements of reflexivity, awareness, and assumption of the multiple participants in the learning act are reflected in the structures of the learning process: staging/algorithmization/reflexivity. A key element of the paper is the reference to speech learning models (SLM) in relation to adapted structures of the grammatical corpus, as a way of presenting information with a generalizing, classifying, and integrative character. The graphical presentation of information, another relevant source of learning from the perspective of valency grammar, is another way of utilizing the potentials of the phonetic system in RFL study. Thus: the method of staging and algorithmization as a learning process, the grammatical corpus as a reflection of systemic and systematic study, ensuring a high level of reflexivity through graphics derived from valency grammar, are the INNOVATIVE combinatorial elements of the fundamental working tool – the Phonetic Agenda. Of course, the praxiological aspect of research and implementation of the three phases of the didactic experiment will also be presented. Starting from experiential reality, we can affirm with certainty that such research contributes to the formation and consolidation of the phonetic-phonological competence of the user and ensures the sustainability and quality of the study.