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Elements supporting the autonomy of learners in contemporary German-language textbooks for secondary schools and language courses
Klápšťová, Květoslava ; Kouřimská, Milada (advisor) ; Andrášová, Hana (referee) ; Spáčilová, Libuše (referee)
The necessity of the autonomy of people studying languages, who are able to continue studying even after finishing university or secondary school, has originated due to changes in sociál and economic life. With respect to the rapid development of technology, it is important for people to acquire the skill how to learn and how to use this ability at their work. The ability of learners to acquire knowledge and skills in the autonomous way is one of the important tasks of pedagogy and didactics. For teaching foreign languages it means that learning a foreign language will become an object of reflex with the aim to achieve autonomy in the learning. This aim should be supported also by textbooks. The realisation of this aim in German language textbooks for secondary and language schools is the topič of our work. The theoretic part defines the term of the autonomous learner. The learner studying in the autonomous way can purposefully pian and control his action and link up new and previously obtained knowledge. He thinks about the course of the action being carried out and evaluates the results. He is aware of his own behaviour based on his cultural background and has empathy when dealing with representatives of different cultures. We are also dealing with sources which led to the origin of the concept of the...
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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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Analysis of the Readers of German Language for Secondary Schools in Czech Territory Focusing on Germanic Mythology (1800-2000)
Besedová, Petra ; Veselá, Gabriela (advisor) ; Spáčilová, Libuše (referee) ; Kouřimská, Milada (referee)
The thesis provides an analysis of German language reading books, which were used for German language teaching in the area of the Czech statě in the period of 1800 - 2000. The thesis consists of four parts. The first part, "Úvodní slovo", defines the objectives and the hypothesis of the work, describes the methodology and summarizes the present knowledge of German mythology. The second part, "Teorie textových materiálů a problém germánské mytologie" is also theoretical part of the thesis. Within the second section, the basic characteristics of teaching text materials are provided together with the content and main objective of teaching the German language and literature. Furthermore, German mythology and approach of Czech people to it is described in this section together with its didactical use. The third part is an empirical part resulting directly from the analysis of reading books of particular periods of time. The main objective of the theses was to describe the knowledge of German mythology which secondary school students were required to have in period of 1800 and 2000. Knowledge of the classical mythology had the principál role in the past. Classical mythology was much more popular than any other mythology, including German mythology. Practically no information about German mythology was available...
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Functional Competence as the Goal of Developing Speaking Skill in Teaching German as a Foreign Language
Hejduková, Andrea ; Nečasová, Pavla (advisor) ; Chvál, Martin (referee) ; Spáčilová, Libuše (referee)
The thesis deals with the development of speaking skill whcn teaching German as a foreign language. It tries to analyse all possible aspects of speaking skill in order to develop the best possible teaching approach that would enable students to use their (spoken) language effectively and reach their communicative goals. For this skill. vvhich is defined mainly by the ability to perform the language functions that one needs to express, the term Tunctional competence' is used. An important feature of this term is the preference of success of communication to its correctness. The theoretical part first explains the terms used in the thesis (ability / skill / competence, learning versus acquisition). Afterwards, speaking skill is analysed in the context of other communicative skills, i. e. listening, reading. and writing, so that it is clear that no particular skill can be dealt with in a completely isolated way and that the teaching process should always involve an appropriate combination of various communicative skills. A separate chapter describes the differences between monologues and dialogues / polylogues. After that. three stages of speaking skill are analysed (imitative speaking. guided non-imitative speaking, and autonomous speaking). For these stages. vast amount of concretc examples of speaking tasks...
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Elements supporting the autonomy of learners in contemporary German-language textbooks for secondary schools and language courses
Klápšťová, Květoslava ; Kouřimská, Milada (advisor) ; Andrášová, Hana (referee) ; Spáčilová, Libuše (referee)
The necessity of the autonomy of people studying languages, who are able to continue studying even after finishing university or secondary school, has originated due to changes in sociál and economic life. With respect to the rapid development of technology, it is important for people to acquire the skill how to learn and how to use this ability at their work. The ability of learners to acquire knowledge and skills in the autonomous way is one of the important tasks of pedagogy and didactics. For teaching foreign languages it means that learning a foreign language will become an object of reflex with the aim to achieve autonomy in the learning. This aim should be supported also by textbooks. The realisation of this aim in German language textbooks for secondary and language schools is the topič of our work. The theoretic part defines the term of the autonomous learner. The learner studying in the autonomous way can purposefully pian and control his action and link up new and previously obtained knowledge. He thinks about the course of the action being carried out and evaluates the results. He is aware of his own behaviour based on his cultural background and has empathy when dealing with representatives of different cultures. We are also dealing with sources which led to the origin of the concept of the...
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