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Dogme - The Role of the Teacher in Dogme Approach
Kulíková, Daniela ; Žďárek, Karel (advisor) ; Červinková Poesová, Kristýna (referee)
TITLE OF WORK: Dogme - The Role of the Teacher in Dogme Approach AUTHOR: Bc. Daniela Kulíková, DiS DEPARTMENT: Department of English Language and Literature Charles University in Prague, Faculty of Education SUPERVISOR: Mgr. Karel Žďárek ABSTRACT: This text is primarily for teaching professionals or teachers in training who would like to explore Dogme as an alternative to traditional (coursebook-based) English instruction. This thesis researches and summarizes the principles of Dogme which are later projected through the various roles of the teacher. It contains my personal analysis and reflection of Dogme lessons I have conducted and offers practical tips for fellow professionals. KEY WORDS: Dogme, Scott Thornbury, Luke Meddings, the role of the teacher
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Influence of Phonetic Literacy on the Perception Ability of Czech Learners of English
Kaňák, Jakub ; Červinková Poesová, Kristýna (advisor) ; Farrell, Mark Robert (referee)
The thesis covers the main points of L2 acquisition with the main focus on L2 perception and production. The relevant theories concerning acquisition of L2 phonology were outlined and some important points stressed, namely, the role of L1 phonology on L2 perception and subsequently production. The subjects of final stop devoicing and pre-fortis shortening were mentioned with relation to Czech speakers of English. In the practical part, the thesis provides an account of a perceptual experiment that focused on the perception of word-final /t/ and /d/ phonemes of English by Czech students of English phonetics. It was found that Czech students are susceptible to their L1 phonology in distinguishing the voicing contrast word-finally. No significant overall correlation was found between the knowledge of pre-fortis shortening and the performance in a subsequent perceptual test. Key words: speech perception, phonetics, phonology, second language acquisition
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Distinctive Features of Irish Accent
Uher, Tomáš ; Červinková Poesová, Kristýna (advisor) ; Ženíšek, Jakub (referee)
TITLE: Distinctive Features of Irish Accent AUTOR: Tomáš Uher DEPARTMENT: Department of English Language and Literature SUPERVISOR: Mgr. Kristýna Poesová ABSTRACT: The aim of this thesis is to examine the distinctive phonetic and phonological aspects of Irish English. The theoretical part provides a comprehensive description of the segmental and suprasegmental features of the Irish accent in contrast with the Received Pronunciation. The first section of the practical part analyses the speech of three Irish actors in Irish films and TV shows in order to examine the use of the distinctive features described in the theoretical part. The second section of the practical part presents a 45 minute long lesson plan on the Irish accent with suggested exercises for intermediate (B2) learners. KEY WORDS: accent, Irish, pronunciation, phonetics, phonology, lesson plan
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Canadian English
Šubertová, Aneta ; Červinková Poesová, Kristýna (advisor) ; Bojarová, Marie (referee)
The thesis aims at exploring the variety of English spoken in Canada with a special focus on its pronunciation at the segmental level. In the theoretical part, the historic development of Canadian English is briefly outlined and the essential features of Canadian pronunciation are described. In the practical the recordings of three native Canadian speakers are carefully analyzed and compared with the main characteristics of the Canadian accent.
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Perception of English prototypes in Czech and German mono-lingual speakers
Kučerová, Alžběta ; Lancová, Klára (advisor) ; Červinková Poesová, Kristýna (referee)
[The purpose of this thesis is to investigate and describe how semantic prototypes are transferred and perceived from L1 Czech and L1 German participants into their L2 English. This thesis attempts to pinpoint and describe whether there are differences in the perception of the prototypes in the two monolingual groups, with the main focus on typicality judgement, grammatical gender and prepositional prototypes. The main assumed source of differences is considered to be the said L1 language background. A questionnaire was created for both Czech and German participants with seven tasks testing the perception of prototypes in their L2 English and to see whether a L1 to L2 negative language transfer takes place. The analysis shows that in the perception of prototypes within typicality judgement exercises, the two tested L1 groups do not differ largely and that the size of one's specialized vocabulary and the fact, that English is their L2, not L1, seems to play a role. Nonetheless, at the scale of this research, it seems plausible to say that prepositional and grammatical gender prototypes are transferred into the participants' L2. More in-depth research on the topic is needed; however, to confirm or reject these findings.]
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Guard or God? Homonymy in General British and General American accents
Hahnová, Josefina ; Červinková Poesová, Kristýna (advisor) ; Nádraská, Zuzana (referee)
The aim of this thesis is to explore the differences between General British and General American accents, specifically the features that may lead to possible misunderstandings, for instance the word /ɡɑːd/ meaning guard in the British, however God in the American accent. The theoretical part provides a comparative analysis of both standard accents on the segmental and suprasegmental level. The practical part scrutinizes to what extent Czech students of English are aware of accent homonymy and with which accent they associate the selected homonyms.
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Czech High School Students' Attitudes and Beliefs about Native and Non-Native English Accents
Jandová, Daniela ; Červinková Poesová, Kristýna (advisor) ; Lancová, Klára (referee)
This bachelor thesis explores Czech high school students' attitudes and beliefs about native and non-native English accents. The theoretical part offers a comparison of the most significant research surveys both in Czech and foreign context. Furthermore, it also deals with the issues of accent discrimination towards native and non-native accents of English. The empirical part is based on a questionnaire survey. Its aim is to discover what knowledge of native and non-native accents Czech high school students have. It focuses primarily on the importance of accent among students and their personal pronunciation goals, for example if they would like to achieve native-like pronunciation. In addition, it explores what factors most influence students' choice of accent and how important they view the pronunciation of their teachers. Two groups of students were examined, students of the first and fourth year of grammar school. KEYWORDS accent attitudes, native accents, non-native accents, accent discrimination
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