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The fiction reading habits and experiences of Czech Language and Literature students: a focus group study
Výborná, Adéla ; Kuzmičová, Anežka (advisor) ; Bílek, Petr (referee)
The thesis deals with the question of how the study of the Czech language and literature affects the reading of fiction, while assuming that the expert readers have a different approach to reading than the non-expert population. The work concentrated on empirical research using the focus group method, which was carried out at four universities in the Czech Republic (6 groups, 30 participants). The method allowed to explore the collective nature of the phenomenon while generating data going deep into the topic. The aim of the work was to find out how the students of the Czech language and literature approach the reading of fiction as an experience, whether and how this approach has changed in the course of study, and how it varies depending on the study of differently designed study programs. On the one hand the findings of the work are theoretical in nature, but they are mainly directed at practice. The thesis can serve as a guide to enhancing academic competences of students while promoting their positive attitude to reading fiction as an activity that, by its very nature, should bring pleasure.
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Interpretation of texts in secondary school reading-books
Výborná, Adéla ; Vojtíšek, Ondřej (advisor) ; Králíková, Andrea (referee)
The bachelor thesis deals with the interpretation of snippets of literary works contained in secondary school reading-books and examines the extent to which texts of reading-books can represent the literary works. We start from the premise that short snippets in reading-books cannot contain all the dominant interpretative directions of the whole work and students may get the wrong impression of the meaning of the whole piece. We therefore want to examine to what extent and how these snippets can be misleading, how much can they lead to inadequate interpretations, whether a trend in selecting snippets by the authors of reading-books can be observed, or if the reading-books differ substantially in their choice of snippets. We proceed firstly by always interpreting the whole work, analysing its individual motives and inferring possible interpretative directions. Then we do the same with individual fragments of the work from our selected reading-books. We focus on what interpretative directions the texts of the reading-books tend to have and what impressions they can create in the students. In conclusion, we formulate the result of our analysis and propose solutions for creating snippets that would be more suitable representations of such works without suppressing other functions (e.g. motivational...
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