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Continuing Beginner Learners in Adult EFL Classes
Mihulková, Šárka ; Hofmannová, Marie (advisor) ; Dvořák, Bohuslav (referee)
This thesis deals with the issue of teaching continuing beginners in adult EFL classes. It focuses on the description of factors that may influence the learning stagnation among these learners, and it attempts to ascertain the extent to which these factors take effect. Consequently, the thesis aims to characterize Czech continuing beginners as an independent group of learners and to provide scientific evidence which could clarify the assumptions, underlying the continuing-beginner concept. Lastly, but importantly, the thesis also intends to instigate further research in the field. The subject was investigated from the perspective of available pedagogical, andragogcial and psychological literature. Accordingly, four major factors, which may be at the root of continuing-beginner phenomenon, were identified: a mismatch between learning and teaching styles, insufficient study motivation, hindrances to learning and learning disabilities. These four areas were further focused on in a questionnaire survey, using rating scales to determine the importance of the individual areas. The study worked with three hypotheses. Firstly, continuing beginners were expected to report difficulties in at least two of the established areas. Secondly, it was presupposed that the rate of learning disabilities would be somewhat...
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Application of the Computer Programme 'Languages without Barriers' in Teaching English to Dyslectic Children
Blahynková, Veronika ; Hofmannová, Marie (advisor) ; Červinková Poesová, Kristýna (referee)
This diploma thesis is focused on teaching English to dyslexic children, especially on the application of a special computer programme designed for dyslexic pupils, called Languages without Barriers. The aim of the theoretical part was to give a report on who dyslexic pupils are, what textbooks and other special materials that encourage dyslexic children are available in the Czech Republic and to outline the way dyslexic pupils should be approached in English lessons. The aim of the practical part was to look briefly into the current situation of teaching English to dyslexic children in the Czech Republic and find out whether Czech teachers have enough information on how to approach such pupils. The main aim of this part was to focus on the special computer programme Languages without Barriers. This diploma thesis aimed to find the optimal application of this programme. To accomplish this task a research was carried out. The programme was introduced to three lower secondary schools in Prague, where it was applied in several English lessons and later at home to help children prepare for their English lessons. The research was based on a combination of qualitative and quantitative analyses. The research shows that Languages without Barriers is a useful programme for dyslexic pupils as well as for...
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English language teaching in Waldorf schools
Kellerová, Alena ; Hofmannová, Marie (advisor) ; Uličná, Klára (referee)
This diploma thesis deals with the methodology of ELT in Waldorf lower secondary schools. The theoretical part focuses on the historical background and the philosophical premises of Waldorf pedagogy, as well as a general outline of this alternative educational approach. The subsequent chapters are dedicated to the anthroposophical concept of language and the Waldorf methodology of teaching both native and foreign languages. The goal of the practical part is to examine the distinctive features of ELT in this type of schools. The research study is based on the evaluation of the data obtained with the qualitative methods of lesson observation, namely in the 6th and the 8th forms, and interviews with the teachers. The thesis contains a survey of the Waldorf pupils' attitude towards English and the sources of their learning motivation.
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Classroom Instructions in Teaching English
Ševčíková, Linda ; Dvořák, Bohuslav (advisor) ; Hofmannová, Marie (referee)
The diploma thesis Classroom Instructions in Teaching English aims at presenting basic principles of giving instructions during English lessons and their practical use. The thesis is divided into a theoretical and a practical part. The latter is further separated into a list of textbook instructions and a list of instructions used in classes. The theoretical part describes an important relation of instructions and the classroom situation as well as the dependence on the immediate response from the students. The ensuing part deals with applying the theoretical principles in practice. The author gathered instructions used in the third edition of New Headway series textbooks and instructions used by teachers in English lessons at various types of schools (the age of the observed students ranged from 7 to 18 years old) not only to illustrate usage of the theoretical principles in practice but also to show the differences between textbook and classroom instructions and to present a sample of instructions that are used at several schools in the Czech Republic. Powered by TCPDF (www.tcpdf.org)
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Mind Maps in English LanguageTeaching
Borovková, Petra ; Dvořák, Bohuslav (advisor) ; Hofmannová, Marie (referee)
The thesis discusses using mind maps in English language teaching. It explains what mind maps are and how to use them effectively. This thesis includes a theoretical as well as a practical part. The theoretical part offers two points of view of the problem - psychological and pedagogical. The psychological part deals with theoretical knowledge of memory and learning. In the pedagogical part, firstly learning styles in connection with mind maps are discussed; secondly some demonstrations of using mind maps in various English textbooks are presented. The practical part focuses mainly on new ideas. First chapter of the practical part shows various classroom or individual mind map activities that concentrate on different language skills. The second chapter is the most important section of the whole thesis as it introduces a new method for learning vocabulary via mind maps. Observations of four students using the method and reflections on it are offered in the following chapters. Finally, the results and conclusions of the observations as well as the advantages and disadvantages of mind maps in general are presented.
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Motivation of Adults in ELT
Antonínová, Radka ; Dvořák, Bohuslav (advisor) ; Hofmannová, Marie (referee)
Tato práce se zabývá neformální výukou anglického jazyka dospělých. Pojednává o motivačních prvcích v jazykovém vzdělávání a jak je na motivační strukturu ve výuce anglického jazyka nahlíženo učiteli a jejich studenty. Cílem práce bylo prozkoumat motivační citlivost učitelů v tzv. one-to-one jazykových firemních kurzech a jaké motivační strategie v těchto kurzech učitelé využívají. Teoretická část této práce se zabývá pozadím tématiky vzdělávání dospělých a praktická čast práce se skládá ze dvou částí - dotazníkového šetření a pozorování výuky.
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Learning English: Exceptional Ways and Needs of Exceptional Children
Urban, Petr ; Hofmannová, Marie (advisor) ; Fořtíková, Jitka (referee)
This diploma thesis has outlined the issues of gifted education and the problems which this whole area of education faces. It introduced the basic topics related to the gifted population such as the gift itself, its division etc. In addition, it described the basic forms of work with gifted students, with emphasis on the importance of teacher training and introduced (using interviews) the personal characteristics of teachers which are considered by the gifted students important. Furthermore it presented specific training needs of gifted students and showed the possibilities in helping the gifted. In its second part, this diploma thesis also presented some of the unusual methods which can be used in the process of teaching and which are usually highly effective when presented to gifted students. Individual methods were analysed and possible applications of each of those were described. For a better understanding, each of the methods was accompanied by an example. During the research I realized even more that the issue of gifted children and gifted individuals in general in the Czech Republic is not sorted out adequately. There are still many challenges to solve before talented individuals will be given the space for their education and also the following application at work and in life. Therefore,...
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One Man Worth Ten Thousand: The Efficiency of the CLIL Approach in a Monolingual Class
Švorc, Ondřej ; Hofmannová, Marie (advisor) ; Havlůjová, Hana (referee)
The thesis deals with the issue of non-native language instruction of content subjects in a Czech secondary education environment. This topic is viewed upon through the prism of Content and Language Integrated Learning (CLIL). The theoretical part discusses the learners' competences as defined by the Common European Framework of Reference for Languages, Krashen's Monitor Model theory, Interactive Hypothesis, Constructivism and Participatory Learning Theory and finally Vygotsky's theoretical concepts. The question is raised whether or not such an approach is feasible to be used in ordinary educational settings; which is addressed in the analytical part, which examines a CLIL project that was run. While discussing World War One, it combined the instruction of English and History. Consequently, the evaluation part of this thesis argues that CLIL is feasible, as it promotes the learners' competences and the whole set of their intelligences.
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Using Music as a Stimulus for Communication in EFL Classes
Šimon, Oldřich ; Hofmannová, Marie (advisor) ; Dvořák, Bohuslav (referee)
The thesis focuses on specific qualities of songs that can represent an effective stimulus for communication among students and that can contribute to the development of students' speaking skills. The theoretical part of the paper introduces general advantages of songs in foreign language classes. The main aspects of different learning styles, communicative activities, as well as important rules that should be followed when song-based communicative activities are to be used during English language lessons are outlined in the chapter dealing with the dialog between theory and practice. The action research project of the paper includes the questionnaire and six detailed activity plans that demonstrate a variety of approaches to the use of songs. The lessons are described, analysed and reflected upon so that their effectiveness could be evaluated. The final evaluation of the action research project presents conclusions that support the validity of the thesis and suggests the conditions for further using song-based communicative activities in English classes. Key words: song-based activities, communicative activities, information gap, interaction in groups/pairs
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One Man Worth Ten Thousand: The Efficiency of the CLIL Approach in a Monolingual Class
Švorc, Ondřej ; Hofmannová, Marie (advisor) ; Havlůjová, Hana (referee)
The thesis deals with the issue of non-native language instruction of content subjects in a Czech secondary education environment. This topic is viewed upon through the prism of Content and Language Integrated Learning (CLIL). The theoretical part discusses the learners' competences as defined by the Common European Framework of Reference for Languages, Krashen's Monitor Model theory, Interactive Hypothesis, Constructivism and Participatory Learning Theory and finally Vygotsky's theoretical concepts. The question is raised whether or not such an approach is feasible to be used in ordinary educational settings; which is addressed in the analytical part, which examines a CLIL project that was run. While discussing World War One, it combined the instruction of English and History. Consequently, the evaluation part of this thesis argues that CLIL is feasible, as it promotes the learners' competences and the whole set of their intelligences.
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