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Radio role play: possibilities and limitations of use of fictional radio broadcast in English language teaching
Žďárek, Karel ; Betáková, Lucie (advisor) ; Mazáčová, Nataša (referee) ; Suda, Stanislav (referee)
This dissertation thesis focuses on the use of drama in English language teaching. In the theoretical part the field of drama in ELT is elaborated in terms of its principles, methods and examples of practical use. Based on the outlined theoretical basis the technique radio role play is introduced. The main aim of the thesis was to identify and verify possibilities and limitations of the technique applied in English language teaching. To meet the aim of the thesis action research was used as the research design employing a range of data collection methods, e.g. questionnaires with pupils; interviews with pupils, teachers and critical friends. Content analysis was used to process the collected data and the analysis was further interpreted with the support of contextual information regarding educational setting in which the research was carried out and contextual material (lesson plans, teaching material, audio and video recordings). Within the four cycles of action research initial hypotheses, which were formulated before the actual research, were verified. The research findings show that the radio role playing contributes to the development of speaking as a language skill (mainly fluency and spontaneity of speech), improvisation skills, creativity and non-verbal communication. The main limitation...
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The Cross-curricular topic Multicultural Education in English classes
Hessová, Lenka ; Betáková, Lucie (advisor) ; Hanušová, Světlana (referee) ; Černá, Monika (referee)
Abstract In our dissertation we address the needs rooting in the ongoing process of systematic efforts to improve the Czech educational system. Mainly, we focus on the question of how to implement the cross-curricular topic Multicultural Education into English language classes at lower and upper secondary schools. As Multicultural Education, along with the other cross-curricular topics, has become an obligatory and essential part of the reformed Czech curricula. The author of this dissertation is employed with the English Department at the Faculty of Education of The University of South Bohemia in České Budějovice. That is why we aim to introduce the theoretical background and history of the cross-curricular topic Multicultural Education in the Czech educational system. Then, based on that theoretical background, we shall design and run a course at the Pedagogical faculty for our students (teachers-to-be) that will provide them with sufficient amount of theory. Within the course the students will be given enough practical examples of the implementation of Multicultural Education into English classes when combining cultural and linguistic aims and at the end of the course we will allow the students to design and try such a class during their peer teaching. We will also publish the results of the course for...
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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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Teaching English to Pupils with Dysorthography
Reslerová, Monika ; Uličná, Klára (advisor) ; Žďárek, Karel (referee)
TITLE: Teaching English to Pupils With Dysorthography AUTHOR: Bc. Monika Reslerová DEPARTMENT: Department of English Language and Literature SUPERVISOR: Mgr. Klára Uličná, Ph.D. ABSTRACT: The thesis relates the issue of dysorthography in connection to EFL instruction with a special attention paid to lower secondary schools. The theoretical part of the text contains basic information on special educational needs, followed by a chapter on Specific Learning Difficulties, their causes and symptoms. The concept of dysorthography is explained and its possible consequences on acquisition of English spelling and grammar described, followed by a list of recommended approaches, methods, techniques and aids which can be useful for teaching English to dysorthographic pupils. The practical part of the text gives an account of a multiple-case study which was carried out among experienced English teachers at schools that pay special attention to children with SEN. The research is focused on the teachers' experience and know-how and compares the obtained data to the recommendations given in the theoretical part. KEYWORDS Specific Learning Difficulties, Dyslexia, Dysorthography, Teaching English as a Foreign Language, grammar, spelling
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The role of metalanguage in ELT
Masopustová, Lucie ; Gráf, Tomáš (advisor) ; Šaldová, Pavlína (referee)
(in English) The thesis deals with the topic of the role of metalanguage and metalinguistic terminology in English Language Teaching at Czech grammar schools. The concepts of metalanguage and metalinguistic terminology are viewed as one of the potential educational tools in the field of learning and teaching English grammar. The theoretical part of the thesis focuses, among other things, on benefits and limitations of the use of metalanguage, and on the suitability of conditions for the use of metalanguage, i.e. on the variables which may affect the educational process are discussed in this part as well. Moreover, an overview of the approaches to teaching grammar in relation to the use of metalanguage and metalinguistic terminology is provided in this chapter together with the summary of findings obtained from the studies concerned with learners or teachers knowledge of metalinguistic terminology. The empirical part is based on the questionnaire survey among Czech grammar school students and teachers. The main areas examined in the research are: learners' and teachers' attitudes to and beliefs about learning and teaching English and English grammar, learners' and teachers' attitudes to metalinguistic terminology as well as learners' knowledge of the terminology and teachers' awareness of the...
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Interpersonal Multiple Intelligence and Its Development in B2 English Lessons
Šilarová, Lucie ; Dvořák, Bohuslav (advisor) ; Matuchová, Klára (referee)
The diploma thesis "Interpersonal Multiple Intelligence and Its Development in B2 English Lessons" focuses on Howard Gardner's theory of multiple intelligences with special emphasis on interpersonal multiple intelligence. The thesis consists of two main sections: theoretical and practical part. The theoretical part introduces the concept of intelligence, the theory of multiple intelligences and interpersonal intelligence. The practical part introduces the research that investigates whether, how and to what extent interpersonal intelligence is developed in B2 English lessons. It consists of two parts: the main part discusses the content analysis of two course books and the second part of the research - the questionnaire - complements findings of the content analysis.
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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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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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Teaching grammar in specific forms of education (in-company courses - adult learners).
Pohořálková, Pavla ; Mothejzíková, Jarmila (advisor) ; Gráf, Tomáš (referee)
The diploma thesis focuses on teaching grammar in the context of in-company language courses. What needs to be taken into consideration are both the psychological aspects of adult learners and the sociological characteristics of a typical course participant, their position of a client which is connected to high expectations of the service provided - language tuition. The role of the teacher in an in-company course is much less authoritative than in a traditional course and teachers become rather partners or coaches for the learners. The pedagogical research conducted among 172 Czech in-company learners with the help of an electronic questionnaire shows that the main aim of in-company students is to be able to communicate efficiently in real-life situations from their private and working lives. It is the role of the teacher, or the coursebook author, to choose which grammar structures are necessary to succeed in the respective situations. Therefore, the most suitable method for teaching grammar in the context of in-company courses is the Engage, Study, Activate method combined with the eclectic method.
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DEVELOPMENT OF TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE OF HIGH SCHOOL ENGLISH LANGUAGE TEACHERS
CARBOVÁ, Anna
Since the beginning of the new millennium the educational system in the Czech Republic has witnessed a substantial increase in information and communication technology (ICT). It is now available at every school. This brings about the need to educate teachers because it is them on whom the way technology is employed depends. In the theoretical part of the thesis our goal was to find out what the content of such a course should be and how to organize it. In the empirical part of the thesis our goal was to discover the impact of a course on how to integrate ICT into English language teaching. The contribution of this thesis is mapping the current situation in the research area and providing guidelines for teacher education and evaluation of their teaching.
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