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Teaching styles of lower-secondary and higher-secondary school teachers of the English language
Harazimová, Kateřina ; Starý, Karel (advisor) ; Greger, David (referee)
This thesis deals primarily with teaching styles - a topic that has not been greatly discussed in Czech pedagogical literature so far. Based on both Czech and foreign sources, this paper identifies and describes in detail various aspects of teaching styles and presents several approaches to study them. Moreover, it puts the above-mentioned topic in a context of other related concepts, such as teaching method, teachers' beliefs etc. It provides an overview of several teaching styles typologies designed by mostly American authors. The empirical part introduces an original research based on both quantitative and qualitative approach. It presents a detailed study of six selected teachers of the English language and based on their responses identifies certain aspects of different teaching styles. The thesis also reveals some of their views and opinions of their profession.
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Language and content integration models in ELT
Synková, Blanka ; Gráf, Tomáš (advisor) ; Klégr, Aleš (referee)
The thesis focuses on the topic of language and content integration in ELT in a broad sense, i.e. it discusses not only CLIL but also other models of content-based teaching, viz. ESP (English for Specific Purposes), EAP (English for Academic Purposes), and EMI (English-medium Instruction). In the theoretical part of the thesis, these models are described as regards their history, typical features, teachers, learners, as well as benefits and negatives. The empirical part of the thesis explores the current practice of language and content integration at Czech general secondary schools ("grammar schools"). The research is based on case studies of five teachers who teach various courses belonging to this category. The preliminary research investigated what courses are currently being offered at grammar schools in Prague; they are mostly elective courses. Our research findings suggest that language and content integration in the form of elective courses is a rather common practice, although often unconscious. Teachers tend to act on the basis of their intuition rather than their knowledge of theory and practice of language and content integration. Generally, it seems that more emphasis is put on content than language in these lessons. Content-based English lessons may be beneficial for learners for...
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Use of Media in the EFL Classrooms at Secondary Schools in the 21st Century
Slavíková, Lucie ; Vít, Radek (advisor) ; Synková, Klára (referee)
Title: The Use of Media in the EFL Classrooms at Secondary Schools in the 21st Century Author: Bc. Lucie Slavíková Department: Department of English Language and Literature Supervisor: PhDr. Radek Vít, Ph.D. Abstract The aim of this diploma thesis is to explore and compare various types of the old and the new media, which are commonly used in the EFL classrooms at the Czech secondary schools in the 21st century. The key question is to what extent are the new media implemented into the English lessons at the Czech grammar and secondary technical and vocational schools. The findings of the online questionnaire survey, which was conducted on the random sample of the Czech secondary school teachers of English and on the sample of the 15 or 16 years old first grade secondary school students of English proved that both the old and the new media are commonly used in the English lessons. However, despite the fact that the lives of the 21st century students are largely influenced by the new media, the English teachers use the old media more often. It is recommended that more initiatives and programmes should be directed at the promotion of the implementation of the new media into the English lessons and also at the training of the teachers in using them effectively. Key words English language teaching, media...
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Drama techniques in soft CLIL lessons in a lower-secondary class
Wirnitzerová, Jitka ; Žďárek, Karel (advisor) ; Müller Dočkalová, Barbora (referee)
This diploma thesis is focused on acquiring communicative competence in teaching the English language as a foreign language. It is based on the presumption that students are not aware of some components of communication which partake in understanding when communicating in a foreign language (context of situation, nonverbal communication, paralinguistic features). This assumption is being verified via questionnaires. The theoretical basis describes the grounding and benefits of drama techniques used in teaching a foreign language and The Content and Language Integrated Learning (CLIL) method. Both these approaches are used for preparation of three experimental lesson plans which are put into practice. Video recordings are made which, along with information from students and their teacher, serve as a detailed analysis of the whole experiment.
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Integrating Environmental Education Topics into the EFL Class to Improve Students' Communication Skills
Brzá, Tereza ; Vallin, Petra (advisor) ; Hofmannová, Marie (referee)
This bachelor thesis aims to explore ways in which environmental topics might be integrated into the ESL classroom to improve students' communication skills. The theoretical part is concerned with teaching methods that combine content and language instruction, introduce relevant topics and create an authentic environment for language learning. It further analyses the content and main objectives of Environmental Education as a cross-curricular subject and identifies communication skills as an essential element of soft skills. The thesis examines their possible development through engaging students in discussions about environmental issues. The practical part consists of planning individual lessons whose content derives from topics of Environmental Education and emphasis is placed on communication activities. The lessons were thereafter implemented in an Elementary School ZŠ Drtinova and reflected on using Korthagen's ALACT model. Based on the teaching experience, the practical part contains recommendations for similar lessons. The thesis suggests that English language teachers are in a unique position to promote environmental awareness and improve students' language skills simultaneously.
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Teaching English to Children with Specific Learning Disabilities and Behavioural Problems at Middle Schools
ŘÍHOVÁ, Klára
This diploma thesis deals with teaching English to children with specific learning disabilities and educational problems. The theoretical part describes the most frequent educational problems of children and adolescents. Further attention is paid to the problems of specific learning difficulties, the causes of their origin and their manifestations in teaching English at middle school. Finally, the thesis deals with the methodological principles for foreign language teaching of children with specific learning disabilities. The research part is based on the case studies of children placed in specialized facilities due to their educational problems. I participated in individual assistance to two concrete children and I worked out case studies based on our cooperation. The aim of the empirical part is to choose a suitable individual approach to two concrete children, realize it, and reflect it in depth.
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Developing Intercultural Communicative Competence through Reading Witi Ihimaera's The Whale Rider
Míková, Barbora ; Topolovská, Tereza (advisor) ; Červinková Poesová, Kristýna (referee)
This thesis concerns the development of intercultural communicative competence (ICC) through reading a work of postcolonial literature (The Whale Rider by Witi Ihimaera, 2005) in an English class. The theoretical part explains notions such as intercultural communicative competence and culture. It also describes the benefits of reading in ELT. The practical part presents a project consisting of altogether twelve lessons dedicated to reading The Whale Rider. The aim of the project is to support the pupils' development of ICC, make them aware of other English-speaking cultures than just the traditionally presented ones and, last but not least, to develop their language skills. The outcome of the project is, besides the expected raised level of ICC, which is, however, hard to measure, a poster about Maori culture realized by the pupils. KEY WORDS intercultural communicative competence, postcolonial literature, reading, English language teaching, The Whale Rider
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The Cross-Cutting Theme of Media Education in English Language Classes at Grammar Schools.
SMRŽOVÁ, Magdaléna
The diploma thesis focuses on integration of the Cross-Cutting Theme of Media Education in the English language teaching at grammar schools. The theoretical part defines the concept of media, incorporates Media Education in the Czech educational environment and presents its thematic areas. Further on, the thesis deals with educational fields of the Framework Education Programme and the common reference levels B1 and B2 according to The Common European Framework of Reference for Languages. The thesis also focuses on the methodical approach of the teaching of Media Education, then on the educational sources and the system of the approval clauses for English language textbooks of the Ministery of Education. The practical part deals with analysis of the English language textbooks for secondary general education and their activities that focus on Media Education. Then the practical part presents the corpus of suggested activities created on the basis of recommended expected outcomes of Media Education and their integration in the English language teaching at grammar schools.
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Variety of e-learning programmes in English language teaching
Ševčíková, Božena ; Dvořák, Bohuslav (advisor) ; Ficza, Tomáš (referee)
The diploma thesis deals with e-learning in the sense of using online tools, programmes and websites in the English language teaching. In the current modern society we use internet and electronic devices on daily bases and it is only natural that such trend is infiltrating also the field of education. The aim of this thesis is to provide the teachers, who would like to use e- learning in their lessons, with theoretical background and inspiration. The thesis is divided into two parts - a theoretical part and a practical part. The theoretical part is divided into several chapters, each of them focuses on some theoretical aspect of e-learning. The term can be seen from more points of view, this thesis understands e-learning as any programme, tool, platform or website that needs to be used online - using an internet connection. The next chapters of the theoretical part deal with the advantages and limits that are connected with using e-learning, itsʼ history or place in the Framework Educational Programme. To put together the practical part, which is supposed to be something like a catalogue of the particular e-learning programmes, I decided to use a questionnaire as the main source of the programmes. Apart from the questionnaire my sources were literature on given topic or my own internet search....
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