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Comparison of teaching Czech language at a traditional and an alternative upper-secondary school
Zajícová, Karolína ; Štěpáník, Stanislav (advisor) ; Šmejkalová, Martina (referee)
The thesis compares methods and forms of Czech language teaching at secondary grammar school and Waldorf lycée. The first part deals with the theoretical basis of traditional and alternative education, whereas the second part focuses on their practical implementation as methods and forms of work. The observed lessons are analysed and the results of traditional and alternative approach are contrasted by a test. The aim is to ascertain whether the alternative school implements its principles into methods and forms of language teaching and whether they are more effective than the traditional ones. The thesis concludes that the alternative school implements only a few aspects of alternative education resulting in more active and engaged pupils. The results of the test imply that both schools are comparable in terms of language knowledge. KEYWORDS teaching Czech language, syntax, upper-secondary school, grammar school, waldorf lycée
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Critical points in the Czech language at elementary school
Dygrínová, Gabriela ; Šmejkalová, Martina (advisor) ; Štěpáník, Stanislav (referee)
The thesis deals with the critical points of teaching Czech language at the elementary school. The aim of the work was to identify the citical points of teaching Czech language to the sixth grade of the elementary level. The identification of the critical points was done through a qualitative analysis of the discussions lead with teachers of Czech language. The theoretical part of the work characterizes the Czech language curriculum in the sixth grade and its didactic apporoach in commonly used textbooks. Conceptions, such as the cricital point and the mistake are defined. The practical part of the work contains the analysis and the interpretation of the discussions carried out with the teachers. The program Altas.ti was used for the evaluation of the obtained data. The critical points of Czech language in the sixth grade of the elementary school were found to be the phenomena in the realm of syntax, morphology, and spelling. In the realm of syntax, the critical spots of the greatest weight were: the ability to think logically, the knowledge of the basic linguistic phenomena, the understanding of the syntactic relationships and the terminology. In morphology, the ability to distinguish between the parts of speech, the case determination, and the recognition of the number of the collective and the...
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Constructivism in Czech Language Teaching at Higher-Secondary School
Štěpáník, Stanislav ; Šmejkalová, Martina (advisor) ; Slavík, Jan (referee) ; Svobodová, Jana (referee)
The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...
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Comparative analysis of language and communication skills in written communiqué by students from the 4th year of high school. Language level based assessment of stylistic writings
Holubová, Petra ; Chejnová, Pavla (referee) ; Štěpáník, Stanislav (referee)
This rigorous paper deals with analysis of language and communication competence in written messages created in 2014. The analyzed sample comes from students attending grammar school, grammar school for 11-19 year old students, secondary technical school and secondary vocational school extension study. The theoretical part defines the communication and language competences, as well as the principles of their acquiring in the structure of communicative strategies during secondary education. This paper's further aim is to deal with the writing part of the leaving examination criteria and assessment. The second part introduces comparative analysis of authentic texts aimed at the level of those two competences mentioned above and at objectivity of the writing assessments made by teachers at particular schools. Samples of analysed texts, specialized literature quotations, diagrams, charts and an appendix are part of this work. The certificate from the Czech language writing evaluator and a point scale for writing assessments are enclosed, too. Key words Communication competence Language competence Communication education State leaving exam Written message Stylistic writing assessment
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Constructivism in Czech Language Teaching at Higher-Secondary School
Štěpáník, Stanislav ; Šmejkalová, Martina (advisor)
The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...
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Innovative methods and forms of work in teaching Czech language at lower secondary schools
Štěpáník, Stanislav ; Bušová, Lucie (advisor) ; Chejnová, Pavla (referee)
Diploma thesis Innovative Methods and Forms of Work in Teaching Czech Language at Lower Secondary Schools divides methods and forms of work into two categories - traditional and innovative. It defines the space these methods get in real teaching, and it gives a theoretical description of the innovative ones. The real state, as seen by pupils and teachers, is verified by a survey which was carried out at lower secondary schools. The work also compares and contrasts methods and forms of work which are used in teaching English as a mother tongue at schools in the UK, but also which are used in teaching English as a foreign language at Czech schools. The practical part contains concrete lesson plans, in which innovative methods and forms of work are used.
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