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Written expression of pupils with hearing impairment educated in schools for the hearing impaired
Scheinostová, Markéta ; Komorná, Marie (advisor) ; Kotvová, Miroslava (referee)
This master's thesis is devoted to the topic of written expressions of students with hearing impairment educated at schools for the hearing impaired. This master's thesis consists of a theoretical part and a practical part. The theoretical part is devoted to the knowledge we have available about this topic both in domestic and foreign literature. Specifically, it deals with topics such as the language and communication of people with hearing impairments, the teaching of pupils with hearing impairments with a focus on language teaching, especially the Czech language and the literacy of people with hearing impairments. The practical part of the thesis is devoted to a research investigation, the aim of which was to describe the differences between the texts of hearing impaired pupils educated in schools for the hearing impaired and the texts of intact pupils educated in mainstream schools. As part of the research investigation, the texts of pupils with hearing impairment and the texts of intact pupils were obtained, while both groups were given identical assignments. These texts were further analyzed and compared in terms of their scope, structure and content and subsequently errors were found in them, which were further categorized and described. The errors identified in the texts of the informants...
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Analysis of written styles of students in primary school
Vodová, Veronika ; Doležalová, Eliška (advisor) ; Janovec, Ladislav (referee)
The thesis deals with the analysis of written expression in the seventh year of primary school. It analyze pupil's essays that reflect the skills and knowledge but also focus on ignorance across all levels of the Czech language. The thesis serves as a valuable material to study skills in writing. The seventh year on grammar school is important for the pupils, because they can tranfer to high school. In the theoretical part we describe the methodology of analysis and we also mention other thesis dealing with this topic. We will deal with the concept of language and style in general, and consequently the relation of these two components. There are mentioned the features of the essays, the criteria for their evaluation and description of individual style units. It also includes requirements for students, which are written in education plan. On the concepts of education plan are based objectives in practical part of the thesis. The end of the theoretical part is focused on the psychological development of the pupils. Most of the theoretical knowledge is evidenced in the practical part. The practical part contains analysis of individual essays of the 7th grade students in terms of composition, spelling, stylization sentences, vocabulary and stylistic compliance department. At the beginnig are the essays analyzed...
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Problematics in text Writing in Foreign Languages at Czech Secondary Schools with Specialization in Russian
Drebitková Malá, Alena
The dissertation analyses how to approach teaching of writing skills in Russian language at Czech secondary schools. In the theoretical part I define what a "writing skill" is. I focus on the linguistic, psycholinguistic and didactic aspects of the teaching of writing. I explain attitudes to writing skills in different teaching methods in history and nowadays. After that I set out the requirements for testing writing skills in some of the most common documents: Common European Framework for Languages, European Language Portfolio, international exams in Russian language ТРКИ (Тест русского языка как иностранного) or TORFL (Test of Russian as a Foreign Language) and the state final exam in Russian language at Czech secondary schools. In the practical part, I first analyse selected Czech and Russian textbooks for grammar schools to compare their approach towards teaching writing skills in native languages: Czech and Russian. Then I set out analysis of Czech textbooks used in the Czech Republic for teaching Russian, focusing in particular on the exercises used to teach writing. After that, I evaluate answers from two questionnaires that I gave to secondary school graduates and teachers of Russian. My goal was to understand the issues they face and any problems they experience in practice when learning...
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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,...
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Using games in teaching German with focus on development of writing skills
Albertová, Denisa ; Nečasová, Pavla (advisor) ; Švermová, Dagmar (referee)
The thesis deals with possible progress in writing in German of students at secondary schools by the use of didactic games. The theoretical part sets writing in context of language didactics and describes its significant aspects such as development, functions, and contribution to teaching a foreign language. It also focuses on conception of writing in the school educational plan of secondary school, at which the research was done. Then, it introduces games as a possible activating teaching method aimed at development of writing and describes their evaluation, roles of teacher, purpose, and classification. The practical part is devoted to the actual research. Firstly, it depicts writing games that are divided into three parts - preparing, building, and structuring, and designed to gradually develop writing of students. From these writing games, six were chosen to be practically verified at the secondary school. For this verification, two methods were selected, an experiment and a questionnaire. The aim of the thesis was to find out whether the selected writing games contributed to the development of writing of students at the secondary school. The results show clearly that the writing games contributed to the development of writing of the students at selected school. KEY WORDS German as second...
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Problematics in text Writing in Foreign Languages at Czech Secondary Schools with Specialization in Russian
Drebitková Malá, Alena
The dissertation analyses how to approach teaching of writing skills in Russian language at Czech secondary schools. In the theoretical part I define what a "writing skill" is. I focus on the linguistic, psycholinguistic and didactic aspects of the teaching of writing. I explain attitudes to writing skills in different teaching methods in history and nowadays. After that I set out the requirements for testing writing skills in some of the most common documents: Common European Framework for Languages, European Language Portfolio, international exams in Russian language ТРКИ (Тест русского языка как иностранного) or TORFL (Test of Russian as a Foreign Language) and the state final exam in Russian language at Czech secondary schools. In the practical part, I first analyse selected Czech and Russian textbooks for grammar schools to compare their approach towards teaching writing skills in native languages: Czech and Russian. Then I set out analysis of Czech textbooks used in the Czech Republic for teaching Russian, focusing in particular on the exercises used to teach writing. After that, I evaluate answers from two questionnaires that I gave to secondary school graduates and teachers of Russian. My goal was to understand the issues they face and any problems they experience in practice when learning...
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Corrective Feedback in ESL Writing
Novotná, Kateřina ; Starý, Karel (advisor) ; Urbánek, Petr (referee) ; Chalupský, Petr (referee)
The dissertation thesis is focused on feedback on writing in English lessons, and describes its character and pupil's perception of its comprehensibility. The theoretical part defines feedback as a tool of pedagogical communication, which informs the pupil about the possibilities of improvement and progress and thus shapes pupil's development within the learning process as well as pupil's personality development. The topic of feedback is presented in the context of school assessment and teaching of writing, the issue of error is mentioned as the basis for corrective feedback and an incentive for learning. Also, writing and the specifics of its assessment are discussed. The empirical part, using the qualitative design of the multi-case study, builds on the data obtained by the interviews and the content analysis of the documents. The four case studies of teachers and their pupils illustrate how teachers and pupils perceive (corrective) feedback as a tool of pedagogical communication providing information on the possibilities of improvement and progress. The feedback on writing takes the form of grading (analytical rubrics), corrective feedback in the form of marking mistakes and problematic places in the work, written comments and oral comments when teachers hand the papers over. Pupils see feedback...
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Typology of mistakes made by Russian-speaking foreign students in written communication
Nudga, Natalia ; Stárková, Zuzana (advisor) ; Vučka, Tomáš (referee)
The bachelor thesis deals with the typology of interference errors of students, whose native language is Russian, and analyses the texts of respondents who have achieved B1and B2 level according to the CEFR which are available online in MERLIN corpus. After a brief introduction to the issue of interlingual interference and an overview of the selected differences between Czech and Russian, which are the source of interference errors, the results of the error analysis are presented. Errors are divided into categories and classified by the frequency of occurrence, and statistical data are compared between B1 and B2 level respectively.
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