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Practicing oral and written presentation skills on Czech universities, A Czech-German environment
Hasilová, Helena ; Kouřimská, Milada (advisor) ; Janíková, Věra (referee) ; Váňová, Miroslava (referee)
In "Practicing oral and written presentation skills on Czech universities, A Czech-German environment", the Czech university students' and graduates' presentation skills are discussed, in particular in the context of the students' presenting their research results on international conventions conducted in the German language. This topič is currently very important. Although these skills are practiced in language classes, they are not a direct feature of language on its own. The páper implies that teaching and practicing morphology, syntax, stylistics, connectors and the relevant terminology of the individual professional fíelds is very important for creating and presenting one's work. However, knowing the relevant cultural differences and the generál aspects of human communication is at least just as important. The aim of the analysis given in this páper is to describe the most effective methods of practicing German-language-presentation skills, oral and written, at Czech universities. The author proposes specific methods of text production practice. During the course of his/her university language education, a studenťs language skills move from the B2 to the Cl level, on the scale of the Common European Framework of Reference for Languages (Cl: ...Flexible use of language on...academie and professional...
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Individualized and differential teaching of the German language by pupils with specific learning needs
Pecová, Radka ; Nečasová, Pavla (advisor) ; Kucharská, Anna (referee) ; Janíková, Věra (referee)
Present social and political plans in Europe require a person to know a few foreign languages. Demands on language education, whose aim is a person's communicative skill, are increasing. Generally, teaching is the more successful, the more it attracts a student's attention and interest. Every person is born with given prerequsites which influence one's abilities to extend the person's knowledge. School children then become pupils who differ in their personal (mental and physical) characteristics which predestine their ways of handling the pedagogically-education process. The teaching task is to handle and make use of dissimilarities of pupils' abilities and skills for personality development of all individuals. That is the reason why this work is aimed at individualized and differential teaching of the German language at elementary schools with regard to pupils with special education needs. Such pupils show certain problems and difficulties at learning skills of reading and writing. Those pupils are integrated into common teaching most frequently and they require special care. The presented work attends to methodical procedures and teaching methods suitable for individualized and differential teaching in heterogeneous pupil groups, making foreignlanguage teaching easier not only for pupils themselves, but...
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Possibilities of Using Some Elements of Project-based Learning in German Lessons in Secondary Schools in the Czech Republic
Zapletalová, Pavla ; Kouřimská, Milada (advisor) ; Spáčilová, Libuše (referee) ; Janíková, Věra (referee)
The project method is not an unknown method. Since the time of Jan Amos Komenský, in whose work some of its universal principles also appeared, it has occupied its rightful place among other methods. From the latest scientific points of view it ranks among activity-based methods and approaches. They particularly emphasize the importance of emotionally charged activities, the multi-sensory approach to the subject matter, and the close connection to the real world and real-life situations. A model formulated by the German pedagogue Herbert Gudjons, which significance lies primarily in the complexity of its conception, seems to be one of the most appropriate models of the project nowadays. The project method itself has its positive aspects but also certain difficulties and risks which we have to take into consideration when deciding what teaching method to use Moreover, as far as the foreign language teaching is concerned, some features of the general model of the project method are not applied in foreign language teaching at all or just partially. Powered by TCPDF (www.tcpdf.org)
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Practicing oral and written presentation skills on Czech universities, A Czech-German environment
Hasilová, Helena ; Kouřimská, Milada (advisor) ; Janíková, Věra (referee) ; Váňová, Miroslava (referee)
In "Practicing oral and written presentation skills on Czech universities, A Czech-German environment", the Czech university students' and graduates' presentation skills are discussed, in particular in the context of the students' presenting their research results on international conventions conducted in the German language. This topič is currently very important. Although these skills are practiced in language classes, they are not a direct feature of language on its own. The páper implies that teaching and practicing morphology, syntax, stylistics, connectors and the relevant terminology of the individual professional fíelds is very important for creating and presenting one's work. However, knowing the relevant cultural differences and the generál aspects of human communication is at least just as important. The aim of the analysis given in this páper is to describe the most effective methods of practicing German-language-presentation skills, oral and written, at Czech universities. The author proposes specific methods of text production practice. During the course of his/her university language education, a studenťs language skills move from the B2 to the Cl level, on the scale of the Common European Framework of Reference for Languages (Cl: ...Flexible use of language on...academie and professional...
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Individualized and differential teaching of the German language by pupils with specific learning needs
Pecová, Radka ; Nečasová, Pavla (advisor) ; Kucharská, Anna (referee) ; Janíková, Věra (referee)
Present social and political plans in Europe require a person to know a few foreign languages. Demands on language education, whose aim is a person's communicative skill, are increasing. Generally, teaching is the more successful, the more it attracts a student's attention and interest. Every person is born with given prerequsites which influence one's abilities to extend the person's knowledge. School children then become pupils who differ in their personal (mental and physical) characteristics which predestine their ways of handling the pedagogically-education process. The teaching task is to handle and make use of dissimilarities of pupils' abilities and skills for personality development of all individuals. That is the reason why this work is aimed at individualized and differential teaching of the German language at elementary schools with regard to pupils with special education needs. Such pupils show certain problems and difficulties at learning skills of reading and writing. Those pupils are integrated into common teaching most frequently and they require special care. The presented work attends to methodical procedures and teaching methods suitable for individualized and differential teaching in heterogeneous pupil groups, making foreignlanguage teaching easier not only for pupils themselves, but...
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Compensation of expression as a problem of communication skills in relation to neurolinguistics and psycholinguistic aspects of second language acquisition
Lachout, Martin ; Kouřimská, Milada (advisor) ; Janíková, Věra (referee) ; Hendrich, Josef (referee)
The submitted work dwells on neurolinguistic and psychoíinguistic aspects of language learning and problems with application of compensative strategies in the process of language difficulties overcoming in the connection with Czech native speakers in German language. The work is divided into three parts. The first part presents theoretical basis of new interdisciplinary subjects of neurolinguistics and psycholinguistics. The second part is also theoretical and it is concentrated on compensative ability to express oneself in a foreign language. The third part is empirical and it bases on a research done at Prague and outside-Prague grammarschools with 176 respondents. According to thoroughly studied specialised literature and consultations with specialists in medicine and psychology, the author tries to deduce some practical conclusions, which could be used by teachers of foreign language teaching both children and adults. In the connection with a certain age human brain works with language in different ways. Human speech is produced not only by our centrál nervous systém but also by our Psyche. The process of verbal communication proceeds in human consciousness in incredible speed. And it is not the sole psychic process but the complex of mutually connected processes. The way in which speech is proceeded in...
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