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Pre-reading period and development of early reading abilities in family environment
Matulová, Kristýna ; Saicová Římalová, Lucie (advisor) ; Kuzmičová, Anežka (referee)
The submitted diploma degree thesis deals with the development of pre-reading literacy in family environment. The aim of this thesis is to find out which ideas about developing early reading skills parents have and how they build pre-reading skills in their children. The thesis is also focused on parent-child communication and child's vocabulary. The theoretical part defines basic terms relevant to the topic of reading and literacy. It offers characteristics of a pre-school child and his development in areas which are related to pre-reading literacy. The particularization of the term of pre-reading literacy and activities supporting literacy skills are presented as well.It defines the concept of family communication and child-directed speech. The final chapter of the theoretical part describes previous research that has been conducted in this field in the past. The theoretical part of the thesis is based on the study of research literature and crucial research. The practical part is devoted to an empirical study. It consists of five case studies which are focused on the analysis of video recordings connected to the development of pre-reading literacy in family environment. The video recordings were anonymized and, with slight deviations, transcribed according to the CHAT system, which is a part of...
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Communication of pupils of older school-age during group work
Brabcová, Pavlína ; Saicová Římalová, Lucie (advisor) ; Kuzmičová, Anežka (referee)
This diploma thesis examines mutual communication of older school-age pupils during group work within Czech language lessons. In theoretical part, we define fundamental terms and introduce related theoretical work aimed to communication, group education, and adolescent period. The latter part consists of transcripted recordings analyses. Recordings were acquired during group work within Czech language lessons. Last part of the thesis compares the recording analyses. Key words communication, pupil, group work, group, education, older school-age, Czech
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The Style of Children's and Youth Literature: Prosaic Works by Iva Procházková
Šátavová, Tereza ; Mareš, Petr (advisor) ; Kuzmičová, Anežka (referee)
The thesis deals with linguistic and stylistic analysis of children's and youth literature. First, it defines the term "children's and youth literature" and then presents the existing knowledge of Czech and Slovak stylistics. The aim of the work is to verify the presented knowledge in the work of Iva Procházková. Titles Eliáš a babička z vajíčka, Myši patří do nebe and Červenec má oslí uši intended for child readers from six to twelve years of age were analysed. Linguistic and stylistic analysis bases on the publication Prostor pro jazyk a styl by Oldřich Uličný and Jan Horák. The analysis examines how the texts take account of the reader's expected age, such as in the range of chapters, the amount of use of expressive and colloquial expressions in the speech of characters and narrator or the complexity of syntax. Finally, some common features of the author's language and style are captured.
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Towards an Eco-inspired poetics of minimalist narrative
Kuzmičová, Anežka ; Pokorný, Martin (referee) ; Bílek, Petr (advisor)
What is a minimalist narrative, and what are its characteristic features? How do you identify one? For many critics, minimalist writing is a strictly historical notion - even though they at the same time, like John Barth does in his famous apologetics "A Few Words About Minimalism", paradoxically enough stress its ubiquitous nature throughout literature of all times. By narrative minimalism the American critic generally means the austere style of the novels and short stories of Raymond Carver, Amy Hempel, Mary Robison, Joan Didion, Ann Beattie. An American literary current of the 1970s mainly, devoted merely to the quotidian, descriptive, often reduced to what can be perceived from the outside of a human character. Thereby: the "dirty realism" or "K-mart realism". These derogatory labels tell us that the literary reviewer and critic of today still formulates his terms and judgments out of a hierarchically ordered, traditional presupposition of what a narrative text is and should be, working with a virtual model of balance between "form" and "content". Translated into the language of classical narratology: story discourse.
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