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Vocabulary Acquisition and Memory: A Course in Memory Strate
Cetlová, Šárka ; Bojarová, Marie (referee) ; Perclová, Radmila (advisor)
This thesis deals with memory and its functions in foreign language vocabulary acquisition. In the theoretical part memory is explored from this perspective, but special attention is paid to practical implications of the theories and principles mentioned there. Some of these implications or recommendations were put into practice in the project described in the practical part. In this project a short course in memory strategies was prepared and carried out for a group of three adult pre-intermediate English learners. Its aim was to present a number of memory and note-taking strategies to the learners in order to enrich their studying habits and increase the effectiveness of both vocabulary learning and teaching.
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Developing key competences through eTwinning
Očenášková, Iva ; Perclová, Radmila (advisor) ; Bojarová, Marie (referee)
The thesis is concerned with key competences as the major goal of today's education. It examines their development in foreign language learning and teaching through eTwinning, an Internet framework for international collaboration among schools. Firstly, key competences are briefly introduced. Then foreign language and eTwinning are analysed in terms of key competences development. Secondly, five existing eTwinning projects are described and discussed in order to show that learners have developed their key competences when carrying out the projects. Finally, an eTwinning project is devised and analysed from the perspective of key competences development. The thesis concludes that teaching foreign language through eTwinning is an efficient way of developing learners' key competences.
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The Importance of Multi-word Expressions in English Language Teaching with Particular Emphasis on Collocations
Sládečková, Dana ; Fleková, Magdalena (referee) ; Perclová, Radmila (advisor)
This thesis has attempted to turn attention to the key importance of teaching multi-word expressions in English language teaching. The theoretical part discussed the status of vocabulary in ELT and defined the relevant linguistic terms, i.e. collocations, phrasal verbs, free phrases and fixed phrases (idioms, lexical phrases). Collocations w^ere given a special part to play in this thesis and hence they were dealt with in depth. This linguistic area was divided into three main categories to help both teachers and students. First, several collocation patterns were established. Second, three possible strengths of collocations were identified and finally the difference between category and word collocations was explained. Moreover, all the categories were provided with illustrative examples. Furthermore, it has been explained that the knowledge of multi-word expressions and particularly collocations is necessary for successful development of students' competence in a foreign language. On one hand, extensive knowledge improves their fluency and accuracy in language production. On the other hand, insufficient knowledge of multi-word expressions might face students with serious difficulties not only in language production, but also in language comprehension. Powered by TCPDF (www.tcpdf.org)
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