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Critical spelling areas in the 2nd level of elementary school
Choutková, Simona ; Hájková, Eva (advisor) ; Doležalová, Eliška (referee)
This master thesis deals with critical spelling areas in the 2nd level of elementary school. The aim of the thesis is to get an overview of the spelling skills of pupils in one particular elementary school and to find out what spelling areas are the most difficult for pupils on the basis of comparison between different grades. Dictation, gap fill exercises and creative writing are used to investigate pupils' spelling skills. The different forms were chosen because we assume that pupils do not make the same mistakes in all types of spelling exercises. In the theoretical part, spelling is described both from a linguistic and didactic point of view. In the practical part, the research methodology is first presented and assumptions are made, which are evaluated in the conclusion of the paper. The description of the methodology is followed by the research results themselves, which are divided by year and by spelling areas for clarity. The results of the creative writing are commented on separately. The research also investigated how Czech language teachers feel about teaching spelling, how spelling is acquired and whether pupils consider spelling skills important. Our main assumption that pupils in grade 9 would show significantly better spelling skills than pupils in grade 6 was fulfilled in most...
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Effectiveness of teaching synthetic phonics to EFL students
Urbanová, Lucie ; Červinková Poesová, Kristýna (advisor) ; Uličná, Klára (referee)
The effectiveness of teaching synthetic phonics to EFL students Abstract This diploma thesis deals with the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical part of the text investigates the similarities and differences between teaching Synthetic and Analytic Phonics. Whether synthetic phonics is essential not only for native English speakers, but also for EFL students is examined. Furthermore, it introduces the changes and development in phonics teaching in a historical context. The practical section describes the test preparation and presents how the research methodology was applied. It also examines the data collected from testing four groups of Prague primary school children who have different experience of phonics. Last but not least, the empirical section presents the results of 60 students' readings and analyses their performances concluding with an assessment as to whether explicit Synthetic Phonics teaching instruction helps EFL students in pronouncing words or not. Key words: synthetic phonics, analytic phonics, phonemes, graphemes, pronunciation and articulation, spelling, reading, writing
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Effectiveness of teaching synthetic phonics to EFL students
Urbanová, Lucie ; Uličná, Klára (advisor) ; Müller Dočkalová, Barbora (referee)
The effectiveness of teaching synthetic phonics to EFL students Abstract The diploma considers the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical section examines foreign language methodology - the field of reading acquisition in young learners, especially English language pronunciation. It studies how systematic explicit Phonics approach can help in learning how to read and pronounce words correctly. It explores the similarities and differences between teaching Synthetic and Analytic Phonics, and compares them. Furthermore it discusses whether synthetic phonics is useful not only for native English speakers, but also for EFL students. The practical part focuses on testing two groups of children who have different experiences of phonics. The data were collected in Prague and the Hradec Králové region. There were 62 students tested out of whom 33 were in a control group and 29 were taught using a systematic Phonics approach. A specially designed test consisting of two different activities was applied. It tested word reading, non-word pronouncing and sight word recognition. The aim of the research was to find out whether explicit Synthetic Phonics teaching instruction helps not only native English speakers, but also EFL learners in...
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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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Ability of Czech Speakers of English to Pronounce Words with Silent Letters
Pospíšilová, Markéta ; Červinková Poesová, Kristýna (advisor) ; Farrell, Mark Robert (referee)
The aim of this thesis is to show the historical development of silent letters and their role in contemporary English. In the theoretical part a definition of a silent letter is provided and the reasons for its emergence are outlined. Moreover, we will concentrate on individual silent letters and describe in which positions they normally occur. In the practical part the ability of Czech learners of English to pronounce selected words with silent letters is assessed. The research includes a comparison of recordings obtained from students of the first and the fourth year of upper-secondary education.
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Signature of Preschool Age Children
Medová, Julie ; Viktorová, Ida (advisor) ; Presslerová, Pavla (referee)
This bachelor thesis is focused on a research of preschool aged children's signature. It consists of a theoretical and an empirical part. In the theoretical part there is an analysis of preschool age and its characteristics from the emotional, graphomotor and sensual evolution including socialization process. Further it deals with various researches studying the topic of evolution of children's signature and preferring individual letters of their names. The basis of this work is the empirical part, whose goal is to find out the children's skills while writing the name, its special status in children's writing and reading skills, knowledge of letters and uniqueness of letters contained in their names from the beginning of their school attendance when they are not mostly able to read and write. The research is based on methods of questioning using the worksheets with tasks, semi-structured interview with chosen children and follow-up analysis of signatures. In the interviews I have been finding out answers in four categories of questions. First category of questions is directly related to own signature, whether a child manages to read his or her signature again and decode individual letters. In the second category, I focus on the development of signature and who taught the child to sign...
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Problems of Listed Words in Czech Language Teaching
Tesařová, Petra ; Hájková, Eva (advisor) ; Doležalová, Eliška (referee)
The diploma thesis is focused on problems of listed words in czech language teaching. The main aim of the thesis was to found the most effective method of listed words teaching in a third year of primary school. Theoretical part describes the position of listed words in Czech language and it search a pitfalls during the listed words teaching. The component of a teoretical part is also an analysis of Czech language textbooks for the third year of primary school. In the end of a theoretical part I was founding the other methods of listed words teaching which can be used in teaching. In practical part i was creating a materials for listed words teaching by selected teaching method (the method of word formation groups) and than i was verifying this method in a practical using. For the research investigation i selected qualitated method an action teaching research. With a group of six students i studyied by the method of word formation groups and than i compare them with rest of a class, which was teaching by traditional method of teaching. In conclusion of a diploma thesis i tested the both groups. In a final test i founded out, that the method of word formation groups is more effective than the tradiotional method. Keywords Listed words, teaching method, spelling, third year of primary school,...
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