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Predisposition to language learning in adolescents from multilingual families
Holkupová, Lucie ; Klinka, Tomáš (advisor) ; Suková Vychopňová, Kateřina (referee)
Language learning predisposition in adolescents from multilingual families' is a paper investigating bilingualism and multilingualism in adolescents who come from multilingual families. The aim of the paper was to comment on the effects on specific aspects of teaching based on the researched approach to language proficiency of bilingual learners. The main research focuses on the question of whether or not it is always true that these adolescents automatically have a talent for foreign languages. There are many stereotypes about bilingualism and bilingual or multilingual education in Czech society and in this paper the author confirms some of them and refutes some of them. The first part of this thesis is more theoretically oriented and explains various concepts related to bilingualism (such as code-switching, bilingual family, types of bilingualism, plurilingualism, second language acquisition, interference, positive transfer, sociolinguistics, etc.). In the second part of this thesis, the author will show in a differentiated perspective the variety of impacts of bilingual learners' backgrounds on language learning. The research has confirmed that the rule about bilingual and multilingual pupils does not always apply as they may be gifted in languages and may have a different focus (humanities,...
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Dějepis a francouzský jazyk v mezipředmětovém vztahu
Dvořáková, Anežka ; Klinka, Tomáš (advisor) ; Suková Vychopňová, Kateřina (referee)
In the diploma thesis entitled Interdisciplinarity of FLE and history, we present the phenomenon of an interdisciplinarity approach in education. We dedicate to the interdisciplinarity in Czech and French education, especially to the interdisciplinarity od FLE and history. In the diploma thesis, we present the definition of the term « interdisciplinarity » and we characterize and analyze Czech and French educational programs - RVP, ŠVP, Le Socle commun de connaissances et de compétences and programs for the Frech college (Cycle 3 et 4). We dedicate also to the interdisciplinarity of FLE and history in FLE textbooks and in resources available online. We apply the knowledge to the unit, in which we apply the interdisciplinarity nature of FLE and history using the exemple od the Frech revolution of 1789. The objective of our thesis is to present the interdisciplinarity relations of FLE and history, or rather to present and analyze the inclusion od historical topics in FLE teaching, especially in Czech education. We have come to the conclusion that the inclusion of the interdisciplinarity in education is an integral part of Czech and French educational programs, which we can rely on in teaching. The analyzed textbooks include historical topics, especially textbooks of French production. Most often,...
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The problematics of the false beginner in French as a foreign language learning/teaching
Markalousová, Barbora ; Klinka, Tomáš (advisor) ; Biegel, Madeleine (referee)
This thesis will address the special problem of learning and teaching at the level of a false beginner in French. The text will be divided into two parts, a theoretical part and a practical part. In the theoretical part, we will define the specific term of false beginner, furthermore, we will classify it according to the language level in the European Framework of Reference and I will focus on several points of view on this issue. In the theoretical part we will also describe the learning process from the didactic perspective, from the psycholinguistic perspective and from the perspective of the functioning of the two hemispheres of our brain, in other words, from the neurolinguistic perspective. According to these perspectives, we suggest several types of exercises, games and various other activities that could be beneficial for a false beginner. In the practical part, I then analyse data from my survey, which focuses on students of French language courses at the "false beginner" level in the Czech Republic. The aim of the work was to define the false beginner with his/her characteristics, to classify him/her within the European Framework of Reference, and to find out how to work with him/her from a didactic point of view, and whether the work is similar to that with a real beginner or not, and...
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Francophonie in Africa and its importance in French classes
Horáčková, Eliška ; Klinka, Tomáš (advisor) ; Biegel, Madeleine (referee)
The bachelor thesis primarily deals with the process of colonization and decolonization of the Maghreb countries, Algeria, Tunisia and Morocco. It also presents the general reasons leading France to colonize other territories and briefly describes how the settlement of the African continent took place. The work further outlines the main problems that have resulted from the colonization and that Africa is dealing with today, but it also addresses the benefits that brought the French presence in Africa. The work also briefly discusses the form of compensations that France provides to the now independent states. At the end of the thesis, there is an overview of the teaching materials available on the Internet devoted to the topic of colonization of the Maghreb countries. The number of materials is assessed by the author of the work as insufficient. The main goal and contribution of the work is the collection of all essential information about the colonization of countries in North Africa. The work therefore serves as a good starting material for teachers who are interested in the political development of the African continent and who would like to lead their students to intercultural education in French language classes. KEYWORDS Colonization, decolonization, Maghreb, independence, France
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Teaching mediation in the foreign language classroom
Komendová, Gabriela ; Klinka, Tomáš (advisor) ; Suková Vychopňová, Kateřina (referee)
The paper Teaching mediation in the foreign language classroom concerns itself with mediation as one of the communicative activities or modes of communication defined by the Common European Frame of Reference for Languages' Companion Volume and the possibilities of teaching mediation as part of teaching foreign languages, French in particular. Its principal aims are to familiarise language teachers and other language education professionals with the essentials of mediation and to provide teachers with a mediation task creating manual including mediation- oriented lesson plans for French language teaching. The theoretical part of the paper deals with how mediation is represented in the Common European Frame of Reference for Languages and in the Companion Volume, as well as with mediation tasks, their characteristics, types, and the parameters that need to be considered when planning mediation teaching. The practical part consists of two stages. The first is an analysis of mediation tasks published in various contemporary French language textbooks based on criteria established in the theoretical part of the paper. The other describes mediation-oriented French lessons taught on the basis of lesson plans designed as part of the present thesis to four groups of secondary school students with varying...
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The Context of French Language Teaching in the Czech Republic and Slovakia
Smoleňová, Simona ; Klinka, Tomáš (advisor) ; Suková Vychopňová, Kateřina (referee)
The thesis explores the context of teaching French in the Czech Republic and Slovakia. Its main aim is to bring forward up-to-date knowledge concerning the teaching of French, especially in primary and secondary schools. In addition, the thesis seeks to highlight the similarities and differences concerning the teaching of French in the Czech and Slovak school systems. The main part of the thesis presents the context of French language teaching in Slovakia through the analysis of the following categories: legislative documents, curriculum documents, French language teachers' associations, cooperation with France and actions promoting the French language. The same categories are also analysed for the Czech Republic and, thanks to the findings from the Slovak context, it is possible to compare the two contexts. The practical part of the thesis examines the reality of French language teaching in Slovak schools through a questionnaire survey, Teaching French in Slovak Schools. The questionnaire survey was adopted from the Czech Republic, where the same survey, but with a larger sample, was conducted in 2020. Twenty-five French language teachers from different types of schools in Slovakia took part in the questionnaire survey. Its results confirmed the finding from the theoretical part that the number of...
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