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Problematics of Text Writing in Foreign Languages at Czech Secondary Schools with Specialization in Russian
Malá, Alena ; Žofková, Hana (advisor) ; Nečasová, Pavla (referee) ; Fenclová, Marie (referee)
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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Error in the point of view of the French as a second foreign language in the lower secondary school context
Klinka, Tomáš ; Fenclová, Marie (advisor) ; Kovářová, Dominika (referee) ; Váňová, Miroslava (referee)
Title: Error in the point of view of the French as a second foreign language in the lower secondary school context Author: Mgr. Tomáš Klinka Department: Department of Pedagogy Supervisor: Doc. PhDr. Marie Fenclová, CSc. Abstract: This thesis focuses on the subject of error in the context of Czech lower secondary school and second foreign language (L3) instruction. This work has three purposes: first, to complete the basic literature in this domain using the publications issued from the French speaking world of educational research that are not quoted in the Czech academic field. Second, to analyze how the elements that intervene in the pedagogical process treat the question of error, and third, using the conclusions obtained, to make explicit the problems which pose the present treatment of the question of error and to indicate the direction of a future research in this domain. So as to attain the first goal, we propose and comment the work of some French specialists in the field of educational science and their conclusions, mainly the typology of errors created by Astolfi. As for the second goal, our thesis provides an analysis of the official regulations concerning teaching and learning in the Czech Republic, exposes the mental representations of error with which both students and teachers...
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Didactic use of knowledge, competence, learning strategies and habits acquired when learning English (L2) in teaching French (L3)
Vít, Radek ; Fenclová, Marie (advisor) ; Lenochová, Alena (referee) ; Kyloušková, Hana (referee)
TITLE: Didactic use of knowledge, competence, learning strategies and habits acquired when learning English (L2) in teaching French (L3) AUTHOR: PhDr. Radek Vít DEPARTMENT: Department of French language and literature SUPERVISOR: doc. PhDr. Marie Fenclová, CSc ABSTRACT: In the Czech Republic, French is most often taught as a second foreign language after English. Factors influencing cross-linguistic transfer (English - French) are analyzed. Its areas are delimited. By means of a questionnaire and an experiment, it is examined whether learners of French can make use of knowledge, competence, learning strategies and habits acquired when learning English to facilitate learning French and make it more efficient. The questionnaire revealed that 87% grammar school teachers highlighted similarities between English and French in subject matter in French lessons, 70% claim that their learners make use of learning strategies, metalinguistic competence and learning habits acquired previously in English lessons and 90% state that their learners make mistakes probably due to interference of English. After the experiment at grammar schools, the posttests showed that making use of activities based on similarities between the subject matter in English and French when presenting new grammar in French lessons does not...
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French for specific purposes as a linguadidactic problem
Horová, Helena ; Fenclová, Marie (advisor) ; Váňová, Miroslava (referee) ; Ježková, Slavomíra (referee)
The aim of the thesis is to give the eoherent view of teaehing French for specific purposes and to contribute the improvement relevant to the specific subgroups of didactics of foreign languages: didactics of French for specific purposes. The thesis contains the theoretical and practical part. The theoretical part deals with the different conceptions of generál and specific language learning in the introduction. It is followed by mapping out historical development of didactics of French for specific purposes as a foreign language. The next chapter of the theoretical part presents contemporary trends in teaehing French for specific purposes completed by knowledge how to outline the content of teaehing French for specific purposes. Further the attention is devoted to teaehing a foreign language for specific purposes according to certain Czech linguadidactic_work. The following chapter features the terminological differentiation of the key terms 'language for specific purposes' and 'specific style'. There are mentioned the problems of theory of functional styles and the profile of specific and administrativě styles. The last chapter of the theoretical part is concerned with the language of law from the point of view of teaehing language for specific purposes. The second part of the thesis is the practical...
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Using the Internet for Instruction in the French Language
Škodová, Lenka ; Fenclová, Marie (advisor) ; Kolmanová, Jana (referee)
Le but de ce travail est de proposer aux enseignants tcheques de francais langue étrangere une aide en expliquant comment s'orienter dans l'utilisation de l'ordinateur et de l'Internet. Ensuite l'enseignant peut utiliser ces acquis pour améliorer ses cours de francais. Le travail aimerait servir d'outil pratique meme s'il contient aussi une partie théorique. Dans la partie théorique, on présente plusieurs informations bibliographiques utiles, les niveaux d'utilisation de l'ordinateur, le logiciel utile et l'utilisation d'Internet. La partie pratique est composée de trois chapitres. Premierement les pages utiles pour l'enseignement de la langue francaise sont analysées, ensuite un projet réel est décrit et dernierement ce sont les annexes qui sont présentées.
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Didactic approach to language transfer in the course of acquisition and usage of French loanwords in Czech is designed as a thesis in the field of pedagogy
Přikrylová, Adéla ; Machová, Svatava (advisor) ; Fenclová, Marie (referee) ; Vacková, Alena (referee)
PŘIKRYLOVA, A : Didaktický pohled na mezijazykový transfer p i osvojováni a užívániř francouzských výp j ek v eštin .ů č č ě Disertační práce. 2 díly. Praha : Univerzita Karlova, Pedagogická fakulta, 2009. The thesis consists of three interconnected components: linguistic, theoretical and teaching. The aim of linguistics is to limited supply of French borrowings in Czech create their confrontational description language at all levels of Czech and French language system that provides the theoretical basis for the determination of methodologically relevant phenomena, which may have a potential influence on the positive or negative interlingual transfer, creating a basic document for the index page experimental research. The theoretical part describes the history of theories of transfer. Its aim is to development of concepts to present perception of positive and negative transfer through the prism of various disciplines and their renowned representatives. Education forms part of the analysis experimental research, interpretation of findings and their educational applications. The aim teaching is to verify the validity of the hypotheses and research findings apply to didactics Czech language.
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Ways to an effective learning process of the French language as a second foreing language
Zahradníková, Jiřina ; Fenclová, Marie (advisor) ; Hlavičková, Vlasta (referee) ; Horová, Helena (referee)
The possibilities of an effective learning process of the French language as a second foreign language in the non-university higher education are connected with the use of a wide range of learning strategies. When learning the second foreign language, the students transfer the strategies that they acquired during the study of the first foreign language at the secondary school. These mostly cognitive strategies are considered by the students as the only way for acquiring language knowledge and skills. Depending on the age, the objective conditions and subjective motivation, their learning strategies change. They can overcome the obstacles in the study of the second foreign language by means of focusing on the conscious use of metacognitive and social - affective strategies. An explicit approach by the teacher and a conscious application of the strategies by students can make the teaching of the second foreign language more effective, can strengthen the students' autonomy in the learning process and prepare them for an independent lifelong learning for their personal and professional needs.
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Use of International Internet Projects in Foreign Language Learning/Teaching (with special focus on learning/teaching French as a foreign language and on the European activity eTwinning)
Kapounová Bavorová, Kateřina ; Fenclová, Marie (advisor) ; Nečasová, Pavla (referee) ; Váňová, Miroslava (referee)
La partie théorique a eu pour but principal de définir un projet collaboratif sur Internet (« mezinárodní internetový projekt » en tchque d'o l'abréviation MIP) et de trouver ses composantes principales. Dans la partie théorique, le MIP est défini comme un projet pédagogique dans le cadre duquel deux classes partenaires originaires de deux pays différents au moins travaillent ensemble sur un sujet choisi tout en communiquant dans une langue commune et en utilisant de nouvelles technologies pour leur collaboration. La raison principale pour laquelle il est opportun d'introduire le MIP dans l'enseignement des langues étrangres est le fait que le MIP stimule la communication authentique (c'est--dire la communication en langue étrangre avec un élve venant d'un pays différent; cette communication a pour but le travail en commun sur le sujet choisi) et sert aussi la découverte des autres cultures. De la définition de MIP, l'on peut déduire que les composantes principales du MIP sont les suivantes: enseignement par projets, usage des TICE, langue étrangre et coopération internationale.
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Nonverbal communication in teaching French language
Kovářová, Dominika ; Fenclová, Marie (advisor) ; Machová, Svatava (referee) ; Vacková, Alena (referee)
T h i s d o c t o r a l t h e s i s e n t i t l e d NONVERBAL COMMUNICATION IN FRENCH LANGUAGE TEACHING is conceived as a pedagogical study. Its title anticipates the topic of our investigation (nonverbal communication) as well as the domain of our interest (foreign language teaching). There is a large body of research on nonverbal communication across a number of disciplines including anthropology, communications, psychology, sociology and child development. However, to date there has been comparatively little investigation of nonverbal communication within applied linguistics and foreign language acquisition. The purpose of this doctoral thesis is to present the large range of nonverbal communication and also its applications in French language teaching. The study is divided into three main parts and has several objectives.
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Lexical gallicisms in the Russian language
Lednická, Xenie ; Žofková, Hana (advisor) ; Fenclová, Marie (referee)
The main objectives of the work was to study the extralingvistic reasons for borrowing, extention and persistence of the French words in the Russian language, to create a dictionnary of french lexical borrowings taken on russian language system (available as supplement of the thesis, volume two) and on the basis of comparison of the french words and their russian equivalents to generalize the rules of assimilation of french lexical borrowings into the Russian language from the different linguistic points of view - phonetic, graphic, morphological, semantic. KEYWORDS: Lexical borrowing, french borrowings, etymology, russain-french contacts, wordcreation changes, formative changes, semantic changes
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