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Teaching writing among novice teachers of Czech language and literature at the
Stehlíková, Sára ; Šormová, Kateřina (advisor) ; Saicová Římalová, Lucie (referee)
(in English): This thesis examines the teaching of writing among novice Czech language and literature teachers at the secondary level of primary schools. Its aim is to theoretically present the didactics of teaching writing, writing instruction and evaluation, and the issues faced by novice teachers. Additionally, it conducts a case study of four novice teachers and analyzes their approaches to teaching writing, including giving instructions and evaluation methods. The work comprises of both theoretical and empirical sections, with the empirical part qualitatively describing, analyzing and critically evaluating specific examples of novice teachers. The empirical part draws from semi-structured interviews and questionnaire surveys. It is evident that novice teachers at the secondary level differ in their knowledge and teaching abilities regarding writing, likely stemming from divergent beliefs about the importance of teaching writing at this level. Therefore, through its findings, this work can offer valuable insights into the current state of teaching writing among selected novice teachers at the secondary level of elementary schools and serves as a guiding framework for further research in this field.
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Reader identity and subjective experience in so-called non-readers in Year 5
Urbanová, Kateřina ; Kuzmičová, Anežka (advisor) ; Šormová, Kateřina (referee)
The thesis focuses on students who are classified by adults (teachers, parents) as non-readers. In a creative qualitative research conducted through interviews, fifth-grade students (N = 18) responded to questions regarding the texts they read or do not read, mapping their attitudes towards reading, reading preferences, and habits. Through quantitative-qualitative analysis of the responses, it was investigated what types of texts students read, what their relationship to reading is, and further, what feelings reading evokes in the participants. One of the goals was also to identify which factors and individuals influence the reading self-concept of these students. The work could be beneficial for students of Czech language and literature teaching, as well as current Czech language and literature teachers, as it provides insight into the thinking about reading and reading interests of students, for whom the teacher's assistance and understanding could play a crucial role in the path to literacy, because if the teacher is to be a guide, then understanding those they accompany is an essential prerequisite.
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Teaching writing skills in Czech as a foreign language to primary school pupils with Ukrainian as their mother tongue
Najmanová, Kateřina ; Škodová, Svatava (advisor) ; Šormová, Kateřina (referee)
The master thesis entitled "Training of writing skills in Czech as a foreign language in primary school pupils with Ukrainian mother tongue" focuses on the issue of teaching writing skills in Czech to primary school pupils whose mother tongue is Ukrainian. Writing, along with reading, is one of the basic communication skills that pupils learn as early as the first grade. Each language differs not only in grammar, phonetics and orthography, but also in the system of writing letters, including the type of writing, its shapes, the direction of writing and the type of writing. While Czech orthography uses the Latin alphabet and has both a print and a written script, Ukrainian uses Cyrillic, which is a completely different way of writing letters. Thus, although the two languages are very similar, they differ greatly in their graphic notation. For pupils with Ukrainian as their mother tongue, adapting to Czech spelling can be challenging, so it is crucial not only to practise it but also to provide appropriate teaching materials. The theoretical part of the paper will focus on the description of the Czech system of writing letters, the differences between print and cursive writing, the process of acquiring writing skills at school age for native and non-native speakers and will also mention relaxation...
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Gradation of tasks within Czech language lessons in primary schools
Binderová, Tereza ; Šormová, Kateřina (advisor) ; Adam, Robert (referee)
The presented work explores the ways in which individualization and differentiation of students at the elementary school level can be approached. It examines the use of a grading parameter on the success of solving educational tasks with identical educational objectives - using the example of counterfactual conditional clauses. The first, theoretical part summarizes findings from pedagogical, general didactic, and specific didactic perspectives and defines key concepts such as educational task, graded task, and grading parameter. It also attempts to outline sources for linguistic-didactic considerations on task grading in the Czech language. The second part introduces the research methodology, the process of obtaining, transcribing, and annotating a sample of 15 datasets. Subsequently, a quantitative and quantitative-qualitative analysis of selected phenomena is conducted, taking into account both formal and semantic aspects of the collected counterfactual conditional clauses. The analysis shows that a direct interpretation of the relationship between the occurrence of the intended grading parameter and the success of task-solving is not possible: at the individual level, differences in task-solving success based on the grading parameter are difficult to demonstrate, and at the group level,...
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Cartoon films as a didactic tool for teaching Czech to pupils with a different mother tongue
Štochlová, Tereza ; Šormová, Kateřina (advisor) ; Bozděchová, Ivana (referee)
This master's thesis deals with cartoon films as a didactic tool for teaching the Czech language as the second language, having an additional potential to develop not only learners' language competences but also their knowledge of the basic facts and culture of the Czech Republic. The aim of this thesis is to evaluate this potential using the sample of various different Czech cartoon films episodes and to suggest the possibilities of their use in teaching to young learners of primary school age with a different mother tongue, especially those with the czech language skills not exceeding levels A1/A2. The theory in the first part presents the update knowledge concerning the implementation of autenthic materials into foreign language learning. It provides the general characteristics of language levels A1 and A2, with regards to the target workgroup, and refers to primary school age cognitive specifics. In the end of this part, the cartoon films are defined as the distinctive format of the short television fairy-tale for children. The central part of this thesis explains the use of the cartoon films in practice. According to the previously determined set of criteria, nine cartoon films episodes of different topics were chosen in order to be rewritten and lexically analysed with respect to their...
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Sociocultural competences and language teaching of Erasmus students
Kamenová, Alena ; Šormová, Kateřina (advisor) ; Hrdlička, Milan (referee)
The diploma thesis examines the influence of language teaching on the acquisition of socio- cultural competence through the medium of a questionnaire survey. Based on the interpretation of the data obtained, it provides information about respondents and their relationship to and opinions about the Czech Republic and its inhabitants. The statistical evaluation of this data provides an overview of the level of success in developing socio-cultural competence in selected socio-cultural areas. These are defined with reference to criteria specified at level A1 for Czech as a foreign language in relation to language teaching. The research element is based on theoretical hypotheses that we have presented in the theoretical section of the thesis. The aim of the thesis is to objectively map the development of selected socio-cultural competences by students in the context of language teaching.
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A participatory study of reading motivation in the third year of primary school
Vincencová, Kateřina ; Kuzmičová, Anežka (advisor) ; Šormová, Kateřina (referee)
Participativní výzkum motivace ke čtení u žáků třetího ročníku základní školy Bakalářská práce Kateřina Vincencová Abstract (in English): The bachelor's thesis focused on the question of what pupils of the third year of elementary school like to read most and what motivates them to read. The basis of the empirical part of the work was participatory qualitative research in the form of short interviews with children (N = 28). In the research, children were used as both respondents and researchers, loosely according to the methodology of McGeown et al. (2020). The selected child researchers had the power to select three additional questions from a pre-prepared set to the main interview question. The aim of the thesis was to penetrate more deeply into the issue of reading choice, interest in reading and perception of its contribution by eight- and nine-year-old pupils. The work can contribute to the pedagogical practice of future and current primary school teachers, and at the same time serves as a methodological probe into the possibilities of participatory research at the lower first level of primary schools in the Czech environment.
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Reading Literacy of children in children's homes
Kotalová, Anna ; Šormová, Kateřina (advisor) ; Kuzmičová, Anežka (referee)
Čtenářská gramotnost dětí žijících v dětských domovech Diplomová práce Kotalová Anna Abstract (in English): This thesis aims to find out how literacy range differs in development in children living in children's homes and how these children understand written text. In the theoretical part, the focus is paid to literacy, especially reading literacy and its definitions, development and factors that influence it. Among the most important factors in the development of reading literacy is the family and family background. To further exemplify this, the thesis examines the background of children who do not have a stable family background. Attention is paid to international research mainly PIRLS survey, which forms the basis for the practical part of this thesis. The practical part firstly describes in detail the research methods that were used and secondly discuss the result findings from semi-structured interviews and literacy tests with children. Examined data leads to the conclusion that the participants from both children's homes could comprehend and navigate both literary and non-literary texts. Both subjects are also able to find the required information. This study showed that the children's results were similar to scores represented by the PIRLS International Survey. Additionally, children have more...
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Motivation to Learn a Foreign Language in Post-Secondary School Courses
Kadeřábková, Adéla ; Převrátilová, Silvie (advisor) ; Šormová, Kateřina (referee)
Tato bakalářská práce si klade za cíl představit pojem motivace v rámci aplikované lingvistiky a představit výzkumu motivace na poli aplikované lingvistiky, zejména pak v případě učení se cizímu jazyku. Praktickým cílem je popsat zdroje motivace ke studiu cizího jazyka mezi studenty pomaturitního studia v pražské soukromé jazykové škole, kteří studují anglický, německý, španělský nebo japonský jazyk, porovnat případné rozdíly mezi zdroji motivace v závislosti na studovaném jazyku, a dále zjistit, jakou motivační roli hraje mezi těmito studenty ideální mnohojazyčné já. Motivace bude operacionalizována dle modelu cizojazyčného motivačního sebesystému doplněna o složku ideálního mnohojazyčného já. Klíčová slova: motivace, L2MSS, pomaturitní studium, cizí jazyky, vícejazyčnost, ideální mnohojazyčné já
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Language comprehension of mathematical word problems
Chmelařová, Nikola ; Šormová, Kateřina (advisor) ; Adam, Robert (referee)
In order to solve mathematical word problem, student have to understand it correctly first. In this work, we will try to find particular problematic parts in terms of language comprehension in word problems. The theoretical part of the theses shows connection between mathematical and reading literacy, defines the term word problem and offers various types of word problems, describes individual parts of solving word problems and points out possible problems associated with solving word problems. Furthermore, it is devoted to language characteristics of word problems on various levels, such as textual and contextual, syntactic, lexical and morphological, and points out potentially problematic language phenomena that could occur in a text of a word problem. In the practical part we analyzed the language of selected word problems from entrance exams for eight-year and four-year high schools and graduation written tests and subsequently we tested these word problems on students of elementary school and high school. The analysis of the word problems and the tests combined with interviews helped us detect problematics parts in terms of language comprehension. We found as problematic the length of the text combined with complicated text division and long sentences, the length of sentences combined with...
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