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Development aid in education in selected former French colonies of Sahel-Benin Union
Staňková, Štěpánka ; Kalfiřtová, Eva (advisor) ; Machleidtová, Silva (referee)
Štěpánka Staňková Pedf UK, Aj - FJ Development aid in education in selected former French colonies of Sahel-Benin Union Abstract The following thesis on Development aid in education in selected former French colonies of Sahel-Benin Union presents the situation in Education of former French colonies in sub- Saharan Africa with the particular focus on Benin, Burkina Faso and Niger. The sources and the donors of the development aid are described; special attention has been paid to the international organisations, to the European Union and to the development aid provided by France and the Czech Republic. The aim of this thesis is to present the critical state of Education in former French colonies in Africa and the effort to solve the situation made by international organizations and France in particular. The main sources of information are the international studies and evaluation reports elaborated by the expert teams of the United Nations and the World Bank, together with direct personal experience made in the described countries. Key words: Development Aid, education, sub-Saharan Africa, Benin, Burkina Faso and Niger
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Dyslexia and language game in classes of French
Jašková, Petra ; Machleidtová, Silva (advisor) ; Müllerová, Eva (referee)
Title of the thesis: Dyslexia and language game in classes of French Keywords: Game, activity, dyslexia, dysgraphia, dysortographia, special learning disability, reeducation. Abstract: This thesis deals with dyslexia and language play in ELF classes. It offers games and activities that can meet the needs of dyslexic students and thus contribute to their rehabilitation. The games are designed specifically for younger beginners and can be recommended primarily for integrated classes. This thesis aims to become a tool for teachers in the selection of appropriate play activities.
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Specifics of teaching of French as a foreign language of adolescents and adults students at the beginner level A1
Vlasatá, Adéla ; Machleidtová, Silva (advisor) ; Müllerová, Eva (referee)
The aim of this thesis is to analyze, from general didactic perspective, specifics of French language teaching of adolescent as well as adult students at the beginner level. More specifically, socalled FLE teaching within informal educational environment of a particular language school in Prague is examined. In order to do so, this thesis is divided into two sections. In the first theoretical section, the compilation method is employed, resulting in detailed analysis of selected didactic themes related to the defined aim of the thesis. The second, supporting section consists of specially compiled survey analysis, which focuses on themes covered at the first theoretical part. It is worth noting that perspectives of students are captured as a result of the survey analysis. The major contribution of this thesis is a comprehensive theoretical and practical view on not yet separately compiled methodology of teaching of French language of beginning, predominantly adult students, in the context of Czech informal educational environment.
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French life and institutions in teaching
Redererová, Ludmila ; Klinka, Tomáš (advisor) ; Machleidtová, Silva (referee)
The bachelor thesis French life and institutions in teaching deals with questions of teaching the French life and institutions in the Czech educational system. The thesis is concentrated on conceiving the topic in textbooks and publications which are intended directly for this purpose. The aim of the thesis is to find out what the position of French life and institutions in these textbooks and publications is. And also to find out in what way the topic is interpreted. It is explored whether using of these textbooks and publications influences considerably the getting of knowledge with the pupils who have learned French as foreign language for at least two years. The methods of testing this are questionnaire and comparison with the pupils who have not learned the French language. Furthermore describing methods, analytical methods, statistical methods and explanatory methods were used. The research has proved that the pupils who have learned French, in spite of having a much closer access to the topic information, do not have considerably better knowledge of the French life and institutions than the pupils who have not learned French. It can be stated on the basis of the obtained data that the textbooks which are used by the French learning pupils do not influence their knowledge of the French life...
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Support of the Czech language in foreign countries and support of the French language in the Czech Republic in the range of nurse and primary educational system
Manzelová, Klára ; Machleidtová, Silva (advisor) ; Kalfiřtová, Eva (referee)
anglicky: Title of the thesis: Support of the Czech language in foreign countries and support of the French language in the Czech Republic in the range of nurse and primary educational system. Keywords: bilingualism, bilingual schools, educational system - Czech and French, Czech schools abroad, French schools and French nurseries in the Czech Republic, register of schools Abstract: The aim of my thesis is to explore education in bilingual schools and support of bilingual education in general. First, I will focus on Czech schools abroad which, using native Czech speakers, serve as a direct link to the Czech language. My goal is to describe the way these schools are founded and administered, and the way they are connected to the Czech Republic. Secondly, I will cover French language instruction in the Czech Republic, both in pre-schools and elementary schools. The objective is to provide a comprehensive list of pre-schools and elementary schools, both private and state-funded, where French is taught at different levels, i.e. as a language of instruction of other subjects or as a separate subject. In my research I will use the data provided by the Czech Ministry of Education, regional authorities and private school administrators.
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Humour during the French classes
Hanzlíková, Dana ; Klinka, Tomáš (advisor) ; Machleidtová, Silva (referee)
anglicky : Title of the thesis : Humour during the French classes Keywords : Comic, irony, humour, laughter, Henri Bergson, Louis Cazamian, gelotology, gélothérapie, sense of humour, French as a foreign language, school class, word play, joke, riddle, tongue twister, didactical sheet. Abstract : The thesis aims to provide a comprehensive description of possible use of humour in teaching the French language. In the theoretical section, it defines humour as a form of comic, deals with the influence of humour and laughter on health and describes the advantages and difficulties of integrating humour into school teaching. In the practical part, it analyses the humour in French textbooks, proposes a typology of humour in teaching materials and presents finally didactical sheets to teach French at all language levels. These exercises and activities are dedicated to all speech and language skills. They are focused on different themes to captivate the target age category and meet the requirements to be fun for students. The thesis should become aid and inspiration for those teachers, who decide to incorporate humour and laughter in the teaching of French.
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Didactically modified memory game in French at the primary school
Korábová, Jana ; Hník, Ondřej (advisor) ; Machleidtová, Silva (referee)
Anotation This thesis proposes a new structure of a memo game that is modified so it can be a part of a French class. It is discussed in wider perspective: besides the didactic of foreign language it touches also the intercultural domain or development of key competencies. Theoretic part elaborates on psychological and didactic bases from which the new concept of the memo game arise. The benefit of playing games in classes is also specified. Other games which can be played with the designed cards as well as reflections of these games are given in the practical part. These reflections allow the modified games to be more effective during French classes. Reflections also contain general didactic questions solved in the didactic of a foreign language.
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The Role of Clarity in French Language Instruction
Kalhousová, Martina ; Machleidtová, Silva (advisor) ; Kolmanová, Jana (referee)
Le caractère démonstratif fait une partie intégrante dans le processus d'apprentissage des langues. Il était, il est et sûrement il sera toujours un article important dans toutes les lignes méthodologiques. C'était Coménius qui a pour la première fois mis Taccent sur le caractère démonstratif. Il s'est rendu compte de son importance dans l'enseignement en général mais aussi dans les cours de langues. Alors, du point de vue méthodologique, cette démarche didactique avait et il a son lieu incontestable surtout dans la méthode directe, mixte, audio - visuelle et celle de l'approche communicative. Il ne faut pas oublier que le caractère démonstratif influence beaucoup la motivation et qu'il dépend de l'enseignant comment il va en profiter. Les enfants sont plus motivés s'ils ont l'occasion d'être créatifs, actifs et si le processus d'apprentissage est amusant et intéressant. Cette démarche didactique assiste beaucoup de ces activités qui possèdent souvent l'aspect ludique. Il existe plusieurs recherches, par exemple celle-ci d'Antoine de la Grandrie, qui estiment que le caractère démonstratif produit un effet sur le processus cognitif de l'apprentissage. Powered by TCPDF (www.tcpdf.org)
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Error correction in French classes
Šmejkalová, Zuzana ; Machleidtová, Silva (advisor) ; Kolmanová, Jana (referee)
Tato práce se zaměřuje na význam chyb ve výuce francouzštiny. Jejím cílem je zjistit, zdali je možné v kontextu dnešní české školní reality vnímat chybu jako možnost naučit se novým věcem a udělat tak pokrok v učení, jak přistupovat k chybám a jaké jsou smysluplné, účinné a motivující způsoby opravování chyb při hodinách francouzštiny. Práce je rozdělena na část teoretickou a část výzkumnou. Teoretická část se zabývá tradičním a moderním pojetí chyby, významem chyby v hodinách francouzštiny a konkrétními postupy při opravování chyb. Část výzkumná se snaží zjistit, jak chybu vnímají dnešní čeští žáci a jak obvykle probíhá oprava chyb při hodinách francouzštiny. Ačkoli chyba představuje významný prvek procesu učení, dostupné literatury zabývající se touto tematikou je velmi málo. Francouzské didaktické publikace se chybou zabývají pouze v obecném měřítku, tedy v rámci vyučování jako takového. Především knihy autorů Jean-Pierre Astolfi, André Antibi a Daniel Descomps posloužily jako cenný zdroj pro úvodní teoretickou část, kde se podrobně hovoří o tradičním a moderním pojetí chyby. Funkcí chyby a jejího odstraňování při hodinách francouzštiny jakožto cizího jazyka se současní francouzští pedagogové téměř nezabývají. Proto bylo třeba hledat u anglicky píšících kolegů. Chyba a opravování je totiž zcela...
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