National Repository of Grey Literature 81 records found  1 - 10nextend  jump to record: Search took 0.00 seconds. 
Developing Intercultural Communicative Competence through Reading Witi Ihimaera's The Whale Rider
Míková, Barbora ; Topolovská, Tereza (advisor) ; Červinková Poesová, Kristýna (referee)
This thesis concerns the development of intercultural communicative competence (ICC) through reading a work of postcolonial literature (The Whale Rider by Witi Ihimaera, 2005) in an English class. The theoretical part explains notions such as intercultural communicative competence and culture. It also describes the benefits of reading in ELT. The practical part presents a project consisting of altogether twelve lessons dedicated to reading The Whale Rider. The aim of the project is to support the pupils' development of ICC, make them aware of other English-speaking cultures than just the traditionally presented ones and, last but not least, to develop their language skills. The outcome of the project is, besides the expected raised level of ICC, which is, however, hard to measure, a poster about Maori culture realized by the pupils. KEY WORDS intercultural communicative competence, postcolonial literature, reading, English language teaching, The Whale Rider
Analysis of English and French True Friends (Vrais Amis) in a Corpus of Authentic Text Samples
Pípalová, Mariana ; Lancová, Klára (advisor) ; Červinková Poesová, Kristýna (referee)
This PhDr. dissertation provides a parole analysis of vrais amis (true counterparts) in current French and current English. To this end a specialized English-French translation corpus was assembled, composed of three subcorpora equal in length, namely Religious, Political and Fiction discourse, amounting altogether to approximately 60,000 words. With the help of the AntConc computer tool, true friends employed in the corpus were generated, here conceived of as a register-specific phenomenon exclusively. Using the frequency criteria, a "central setˮ of 64 most frequent counterparts was delineated. These central counterparts, marked by (almost) identical frequencies, identical contexts and the same registers, were subjected to a multiaspectual analysis, scrutinizing the pronunciation, spelling, word classes, share of derivation, and frequency of both, the types and the tokens. Since English proved to be the borrowing language in all instances, the research also indirectly addressed the degree of their integration in the English lexicon by reference to frequency bands. For most of the researched aspects, three zones of counterparts were identified, namely those exhibiting identity, close similarity and relative difference. As a result, employing the Theory of Centre and Periphery (Daneš 1966), we may...
Raising Phonetic Awareness at Primary Level
Skočdopolová, Petra ; Červinková Poesová, Kristýna (advisor) ; Müller Dočkalová, Barbora (referee)
The theoretical part of the thesis scrutinizes the principles of awareness raising and noticing in language teaching. Furthermore, it focuses on their implementation in pronunciation teaching and examines the possible limitations to these approaches imposed by learners' age and level of cognitive development. The practical part presents a research which consists of designing a battery of pronunciation activities promoting noticing and awareness raising, followed by their pilotage in five different groups of elementary school pupils. The aim of the research is to determine whether the piloted activities result in young learners noticing the target pronunciation features. The results of the research suggest positive impact of the noticing and awareness raising activities even among the pupils at lower stage of cognitive development. Key words: young learners, teaching pronunciation, consciousness raising, noticing, cognitive development, learners' involvement
Teaching Silent Letters to Czech Learners
Pospíšilová, Markéta ; Červinková Poesová, Kristýna (advisor) ; Žďárek, Karel (referee)
This diploma thesis follows up on the bachelor thesis which dealt with the phenomenon of silent letters and which was created by the same author. This bachelor thesis has revealed that Czech learners tend to mispronounce every fifth word containing a silent letter which should be seen as alarming. The diploma thesis therefore tries to find some way how to change this situation. The theoretical part of this thesis focuses on the analysis of various techniques and materials which are concerned with silent letters. In the practical part this materials are adjusted to the needs of the Czech learners in order to create a battery of activities which would cover this area of pronunciation. In the next step these activities will be introduced in English classrooms. In the research we will monitor the progress of the respondents over a larger period of time and assess how effective the created activities are.
(Non)rhoticity in English pronunciation teaching
Kobák, Anett ; Uličná, Klára (advisor) ; Červinková Poesová, Kristýna (referee)
This diploma thesis deals with the role of rhoticity in English pronunciation teaching. The theoretical part focuses on the characterisation of rhoticity as a distinctive feature of English accents. It describes and compares approaches to pronunciation teaching and the factors which influence the choice of pronunciation models in English language teaching. It also introduces the development of English as a lingua franca and its impact on pronunciation. Finally, it characterises the processes of speech perception. The practical part describes the creation and implementation of research which aimed at the discovery of the degree of intelligibility and comprehensibility of rhotic and non-rhotic samples of speech. The results imply that Czech learners of English find non-rhotic speech less intelligible and more difficult to understand. Key words rhoticity, non-rhoticity, pronunciation teaching, speech perception, intelligibility, comprehensibility
Teaching Aspects of Connected Speech
Benková, Kateřina ; Červinková Poesová, Kristýna (advisor) ; Dvořák, Bohuslav (referee)
This thesis concerns teaching aspects of connected speech. The theoretical part briefly introduces aspects of connected speech from a phonetic and didactic point of view. It further scrutinizes the relation between teaching aspects of connected speech and the development of decoding skills. The practical part presents research aimed at the effects of explicit instruction and training in selected aspects of connected speech on understanding of authentic speech. The results indicate that twelve 45-minute lessons based on authentic TV series may have had a significant positive influence on the development of the students' listening skills. They further show that the students found the training enjoyable and useful.

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