|
|
Common mistakes Czech students make in English and their Remedial Treatment
Ganev, Ondřej ; Dvořák, Bohuslav (advisor) ; Hofmannová, Marie (referee)
Common mistakes Czech students make in English represent the main topic of the presented master thesis. The theoretical part mainly deals with the presentation of various TEFL (Teaching English as Foreign Language) methods. Moreover, they are discussed from several perspectives, including techniques, strategies and principles while using the particular method, the role of the teacher, his or her relationship with students, and especially the response to errors within each of the methods. The purpose of presenting TEFL methods is to show also the connection between mistakes and methods themselves. Concerning the area of mistakes and their corrections, we focus on the classification of mistakes and their division. The practical part is based on various illustrations of mistakes from students' writing assignments. These mistakes are divided into four major classes, including grammar, spelling, wrong word and word order. The thesis also deals with the remedial treatment which may hopefully reduce the number of possible mistakes. The aim of the thesis is to compare the level of students' English language knowledge at the Secondary School of Tourism in Prague where the author works as an English teacher.
|
|
|
The Use of Games in Teaching English at Upper Primary Level
Forestová, Mahulena ; Dvořák, Bohuslav (advisor) ; Mikuláš, Martin (referee)
This diploma thesis deals with the use of games in the Czech upper primary EFL classroom. In the theoretical part, the author attempts to categorise games in general, as well as at a pedagogical level and to characterise the methodology of using games in English language lessons at upper primary level. In the practical part, the author, through quantitative research, focuses on the real use of games by teachers of English at upper primary level, using surveys to find out whether games are used to teach at upper primary level, to what extent and for what purpose. Through the use of a survey addressed to pupils of upper primary schools, the author aims to find out whether there is a general interest in playing games during English lessons and whether games are seen as a meaningful tool for learning English. Qualitative research by means of interviews and observations aims to find out how demanding the preparation and implementation of games in English language teaching is and the extent to which participants, both pupils and teachers, perceive its meaningfulness. KEYWORDS Educational game, teaching English at upper primary school, didactic game, teenagers, young adolescents
|
|
|
Developing Critical Literacy: Postcolonial Literature in English Lessons at Upper Secondary Schools
Helebrant, Šárka ; Mikuláš, Martin (advisor) ; Dvořák, Bohuslav (referee)
The thesis aims to present the use of postcolonial literature in pursuance of developing critical literacy in English lessons of upper secondary schools, together with increasing the awareness of the postcolonial world, South Africa specifically. The theoretical part of the thesis concentrates on contemporary knowledge in the field of methodology of teaching literature, reading strategies, and critical literacy, including its development and assessment. Furthermore, the theoretical section establishes the environment for the practical part, which consists of qualitative research in a Czech upper secondary school and employs pretesting, intrinsic research, teacher's and students' assessment, and final achievement test. The research implies that critical literacy is viewed differently with respect to different experts and various fields. Furthermore, the research indicates that the assessment of critical literacy is built mainly on assumptions of the specialists interested in this field and no standardised or unified tests are available. Lastly, the research shows that postcolonial literature seems to be an optimal source for enhancing students' critical literacy since it incorporates similar themes as critical literacy. The thesis has explained that the use of postcolonial literature and relevant...
|
|
|
The Use of Documentary Films in English Language Lessons with High School Students
Kautská, Jana ; Uličná, Klára (advisor) ; Dvořák, Bohuslav (referee)
This diploma thesis focuses on the use of documentary films in English lessons with secondary school students. It consists of theoretical and practical part; this being further divided into didactic and research part. The theoretical part covers four main areas: aims of current education and language teaching, multimedia in teaching, authentic materials in English lessons, and documentary films as a didactic tool. By an eclectic combination of the most suitable findings, approaches and methods from these areas, three complex educational materials based on documentaries were constructed for English lessons. These materials contain worksheets for students, instructions for teachers, presentations for online teaching, and a set of additional sheets and present a ready-to-use tool for English classes. In the practical part, design of the materials is described, along with their subsequent evaluation by experienced English teachers. Based on the materials design and evaluation, the overall aim of this thesis is to find out whether documentary films and lessons based on them are effective for English language teaching (where the main criterion is whether they lead to fulfilling the aims of language teaching and current educational aims in general) and what their main benefits are. The data collected are...
|
|
|
Incorporating gender issues into EFL lessons
Štěpánová, Jitka ; Dvořák, Bohuslav (advisor) ; Mikuláš, Martin (referee)
The purpose of this thesis is to design, implement and evaluate lessons oriented towards gender issues. The theoretical part of this thesis introduces the topic of gender and places it in the school context. It addresses gender-sensitive education and the courses of action by which gender issues can be integrated into teaching. Furthermore, this part deals with the methodology of content-based approaches. Finally, it presents the lesson planning process based on the Six-Ts method and lesson reflection using the ALACT model. The practical part consists of planning sample lessons and designing students' worksheets, both oriented towards gender issues. The sample lessons were consequently piloted in Business Academy Heroldovy Sady. The evaluation of their progress is also included in this section, together with practical recommendations for similar lessons based on personal teaching experience. Lastly, the thesis notes that teachers of English and other foreign languages can raise awareness of gender issues in their lessons while developing students' language skills. The thesis is enriching as it finds solutions to integrate gender topics into English language teaching and provides examples of this practice. KEY WORDS English as a foreign language, EFL, English language learning, content-based...
|
|
|
How teachers lead effective classroom discussions in English lessons at upper-secondary schools
Michálková, Lucie ; Mikuláš, Martin (advisor) ; Dvořák, Bohuslav (referee)
The diploma thesis deals with leading discussions in English lessons at upper-secondary schools. In the theoretical part, procedures ensuring effective discussions are described based on previous research findings. The empirical part of the thesis explores how teachers tackle starting, conducting and concluding discussions in real classes and how students evaluate their teachers' efforts. The research is conducted by observing teachers and their classes, by interviewing teachers and by collecting feedback from students in questionnaires. Results comparing the theory with the in-class practice are provided. The conclusion summarizes the common tendencies and differences between the lessons, and the effectiveness of the approaches observed. Key words: discussion, lesson, effectiveness, upper-secondary, leading
|
|
|
Analytical assessment of grammar school pupil's ESL writings
Šiprová, Hedvika ; Dvořák, Bohuslav (advisor) ; Hofmannová, Marie (referee)
The theoretical part of this diploma thesis provides a broader academic context for the research presented in the theoretical part and is concerned with the specifics of the writing assessment. It proposes reasons why writing should be assessed, describes methods of assessment and scoring, and also examines writing tests. At the end of the theoretical part, the presumed controlling idea, called the washback effect, which significantly influenced the course of the research in the practical part of the thesis, is presented. The practical part is divided into two parts. The first part focuses on the types of scoring ESL grammar school teachers employ for assessing grammar school pupils. The aim was to discover how many of them use analytical and/or multiple-trait scoring. It was revealed that analytical scoring the most used means of assessment. Holistic scoring was next, followed by multiple-trait and lastly primary-trait scoring. Other scoring procedures are rarely employed. The second part is a case study of assessment criteria of selected teachers which compares these criteria against those used in Cambridge English: Preliminary examination and the Czech state secondary school-leaving exam. The author of the thesis tried to identify criteria or descriptors which appear across these systems and could,...
|
|
|
Age-related variables in ELT training
Koutská, Iva ; Dvořák, Bohuslav (referee)
Univerzita Karlova Pedagogická fakulta Katedra anglického jazyka a literatury RIGORÓZNÍ PRÁCE ABSTRAKT V ANGLICKÉM JAZYCE Age-related variables in ELT training Příprava učitelů anglického jazyka pro různé věkové skupiny Mgr. Iva Koutská, Ph.D. Studijní program: Učitelství pro střední školy Studijní obor: Učitelství všeobecně vzdělávacích předmětů pro základní školy a střední školy - anglický jazyk 2020 Abstract ELT training has a long tradition in the Czech Republic, however one issue is still underestimated in Pre/In-service ELT training, and that is ELT training for different age groups. The ELT programmes are oriented at elementary (i.e. primary school kids and lower secondary) and secondary (i.e. upper secondary) school pupils. The typical Czech graduates are well- educated and prepared to teach English to the age-group 6-19. However, the number of English Language teachers teaching pre-primary kids or adults and older adults is increasing every day, and general adult education training and general pre-primary education training is not interconnected with ELT training courses in any way. In the theoretical part, the text shows on the current demographical situation of the Czech Republic that the percentage of the population ELT training programmes are oriented at is very small. Secondly, the text shows...
|
|
|
Current trends in education and their application in lifelong education of English teachers
Dvořák, Bohuslav ; Chalupský, Petr (advisor) ; Starý, Karel (referee) ; Straková, Zuzana (referee)
This dissertation thesis deals with lifelong education, specifically a programme provided by the Department of English Language and Literature at Charles University, Prague. The thesis is divided into two parts: theoretical and research. In the theoretical part, the theoretical basis of lifelong education is analysed, as well as trends in selected aspects of it. In the research part, data about appropriate programmes from other European countries as well as curricula from other universities and colleges in the Czech Republic and from abroad are analysed. The results of the pilot stage, the questionnaire distributed among the successful participants of the lifelong education programme, which are followed by semi-structured interviews, are presented and compared. In addition, semi-structured interviews were conducted with the teachers teaching in this programme. Content analysis is used to process, compare and interpret the collected data with regard to the programme in question and to the aims of the thesis. The main aims of the dissertation thesis are to find out how similar programmes are structured in the Czech Republic and abroad, what expectations the participants had before starting the programme at Charles University and the extent to which they were met, and whether or not they regard the...
|
|
|
Czech-English cross-language mediation in EFL teaching and learning
Bartáková, Stanislava ; Dvořák, Bohuslav (advisor) ; Hofmannová, Marie (referee)
The aim of this thesis is to introduce the concept of cross-language mediation, which is well established in some countries abroad but is not widely used in the Czech environment, from various points of view. The work tries to show that cross-language mediation is an engaging, effective and interesting activity preparing the learners for real-life mediating situations employing both mother tongue and English. The work is enriching for its battery of mediation activities designed for the Czech context, mediation assessment criteria and a survey among Czech and foreign teachers summarizing their attitude towards mediation and its role in EFL lessons. KEYWORDS: cross-language mediation, translation, mother tongue in EFL teaching
|
guest ::
