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National Repository of Grey Literature 2 records found  Search took 0.00 seconds. 
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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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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