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Teaching Styles of ESP Higher Education Teachers
Kotlebová, Sandra ; Chvál, Martin (advisor) ; Slavík, Jan (referee) ; Nečasová, Pavla (referee)
The dissertation thesis deals with the teaching of professional English language at non-philological faculties of universities. The theoretical part discusses its position at the lower levels of education, student-centred learning and teaching as well as ESP teaching. In the empirical part we present five case studies, which aimed to bring the image of the teaching styles of selected ESP teachers. We have found how they motivate students to learn English and what position within the courses at the selected universities the professional English has. Interviews and direct observation consisted methods of qualitative research. In order to achieve triangulation of research methods we used a standardized questionnaire. Cross-case summary gives answers to research questions, which showed that the selected teachers follow the rules of both ESP and student-centred learning and teaching. Based on the analysis of students' needs, they decide for different teaching methods. Despite the fact they all act primarily in the role of a facilitator, it is their own concept of teaching, learning styles and pedagogical thinking, which make up their unique style. Selected teachers admit that their teaching style is the result of several years of practice and is based on their inner persuasion, what is important for...
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Teaching Styles of ESP Higher Education Teachers
Kotlebová, Sandra ; Chvál, Martin (advisor) ; Slavík, Jan (referee) ; Nečasová, Pavla (referee)
The dissertation thesis deals with the teaching of professional English language at non-philological faculties of universities. The theoretical part discusses its position at the lower levels of education, student-centred learning and teaching as well as ESP teaching. In the empirical part we present five case studies, which aimed to bring the image of the teaching styles of selected ESP teachers. We have found how they motivate students to learn English and what position within the courses at the selected universities the professional English has. Interviews and direct observation consisted methods of qualitative research. In order to achieve triangulation of research methods we used a standardized questionnaire. Cross-case summary gives answers to research questions, which showed that the selected teachers follow the rules of both ESP and student-centred learning and teaching. Based on the analysis of students' needs, they decide for different teaching methods. Despite the fact they all act primarily in the role of a facilitator, it is their own concept of teaching, learning styles and pedagogical thinking, which make up their unique style. Selected teachers admit that their teaching style is the result of several years of practice and is based on their inner persuasion, what is important for...
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