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Effectiveness of teaching the English passive voice in distance learning at an upper-secondary school
Dobrylovská, Klára ; Mikuláš, Martin (advisor) ; Uličná, Klára (referee)
The diploma thesis investigates the measurable progress in the ability of upper-secondary school students to form and use the passive voice after having been exposed to two online lessons on this grammar item. The theoretical part describes distance education, its varieties, and the tools that are assumed to make it effective. The empirical part of the thesis is based on the analysis of the two online lessons,the analysis of the students' development based on short pre- and post-tests developed to evaluate the students' knowledge, and an interview with two of the students.The thesis will attempt to reach a conclusion on whether there is a measurable development in students' understanding of the subject matter when taught in an online environment.The thesis proved that despite the distance form of education of the two lessons, the acquisitionof the grammar item was successful.
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The Use of Documentary Films in English Language Lessons with High School Students
Kautská, Jana ; Uličná, Klára (advisor) ; Dvořák, Bohuslav (referee)
This diploma thesis focuses on the use of documentary films in English lessons with secondary school students. It consists of theoretical and practical part; this being further divided into didactic and research part. The theoretical part covers four main areas: aims of current education and language teaching, multimedia in teaching, authentic materials in English lessons, and documentary films as a didactic tool. By an eclectic combination of the most suitable findings, approaches and methods from these areas, three complex educational materials based on documentaries were constructed for English lessons. These materials contain worksheets for students, instructions for teachers, presentations for online teaching, and a set of additional sheets and present a ready-to-use tool for English classes. In the practical part, design of the materials is described, along with their subsequent evaluation by experienced English teachers. Based on the materials design and evaluation, the overall aim of this thesis is to find out whether documentary films and lessons based on them are effective for English language teaching (where the main criterion is whether they lead to fulfilling the aims of language teaching and current educational aims in general) and what their main benefits are. The data collected are...
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Intercultural Communicative Competence. ICC Development in Student Teachers of English Language
Uličná, Klára
Intercultural Communicative Competence ICC Development in Student Teachers of English Language Abstract: The aim of this dissertation is to assess the development of intercultural communicative competence in student teachers of English language within a study subject Intercultural Communicative Competence taught at the Department of English and American Studies at the University of Pardubice. Firstly, the terminology to be used throughout the text is defined. Consequently, relevant theoretical foundations are introduced, especially philosophical foundations as well as foundations in linguistics and foreign language didactics. These indicate the position from which we approach the discussed phenomenon, i.e. interculturality that in the current globalized world poses new demands not only on pedagogical practice, but on research too. In the subsequent part of the dissertation focus lies on intercultural education, the key aim of which is defined as development of intercultural communicative competence. Current trends in intercultural education are discussed with accent on the specifics of English language teaching and learning. The core of the theoretical part of this work aims to conceptualize the construct of intercultural communicative competence and to elaborate on its consequent didactic aspects, i.e. its...
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Differentiation in English language teaching at the elementary school
Juránková, Martina ; Uličná, Klára (advisor) ; Müller Dočkalová, Barbora (referee)
- v anglickém jazyce This diploma thesis called 'Differentiation in English language teaching at the elementary school' deals with employing differentiated instruction in a fifth-grade class at an elementary school in order to make learning more effective by balancing the stronger and the weaker students' needs. The theoretical part focuses on topics of learning and effective learning with an emphasis on English language teaching, mixed ability classes, learner differences and differentiated instruction. The final chapter of this part proposes a set of example activities and ideas that might be used in mixed-ability classes. The practical part uses action research to determine whether differentiate instruction was employed successfully. The outcomes of the research are discussed at the end of this part. The assumption is that after the research is finished, the situation in the class will improve since all students will feel adequately engaged in the lessons.
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Anxiety in ESL Teaching to Adult Students
Čáslavská, Jana ; Žďárek, Karel (advisor) ; Uličná, Klára (referee)
This work deals with anxiety being involved in ESL teaching to adult students. Its causes and negative consequences are discussed. Its aim is to reveal whether anxiety is a real issue in ESL that should be acknowledged and if it is, what can be done in order to prevent it or at least identify it and be able to work with it. The theoretical part deals with the delimitation of the term anxiety and puts anxiety in the psychological and pedagogical context. The development of research in this area is described and the relevant findings are presented. Practical part consists of mixed research dealing with the extent to which anxiety impacts foreign language learning in the first part. The second part based on interviews with anxious learners brings into light the specific causes of foreign language classroom anxiety which allows the conclusions in the form of practical recommendations to be drawn for English teachers. Key Words: Anxiety, adult learners, ESL classes, recommendations
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Teaching English Through English: Giving Instructions at A1-A2 level students
Mertová, Sára ; Uličná, Klára (advisor) ; Žďárek, Karel (referee)
This diploma thesis aims at presenting principles and techniques of giving instructions during English lessons and their practical use. It stresses the awareness of the importance of delivering clear and understandable instructions and of their influence on students' comprehension. Theoretical part of this thesis describes general rules of giving instructions and focuses on instruction techniques suitable for students' learning styles. It also deals with the language of instruction appropriate for A1 - A2 level students. Practical part consists of applying the theoretical principals in practice through an action research. The aim of the practical part is the improvement of the author's instructions. The findings have shown that modifying the language of instruction as well as using various verbal and non- verbal instruction techniques promotes the students' comprehension of instructions. Key words: Language acquisition, comprehensible input, language of instruction, students' comprehension, learning styles, gestures, action research, instructions
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(Non)rhoticity in English pronunciation teaching
Kobák, Anett ; Uličná, Klára (advisor) ; Červinková Poesová, Kristýna (referee)
This diploma thesis deals with the role of rhoticity in English pronunciation teaching. The theoretical part focuses on the characterisation of rhoticity as a distinctive feature of English accents. It describes and compares approaches to pronunciation teaching and the factors which influence the choice of pronunciation models in English language teaching. It also introduces the development of English as a lingua franca and its impact on pronunciation. Finally, it characterises the processes of speech perception. The practical part describes the creation and implementation of research which aimed at the discovery of the degree of intelligibility and comprehensibility of rhotic and non-rhotic samples of speech. The results imply that Czech learners of English find non-rhotic speech less intelligible and more difficult to understand. Key words rhoticity, non-rhoticity, pronunciation teaching, speech perception, intelligibility, comprehensibility
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Effectiveness of teaching synthetic phonics to EFL students
Urbanová, Lucie ; Červinková Poesová, Kristýna (advisor) ; Uličná, Klára (referee)
The effectiveness of teaching synthetic phonics to EFL students Abstract This diploma thesis deals with the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical part of the text investigates the similarities and differences between teaching Synthetic and Analytic Phonics. Whether synthetic phonics is essential not only for native English speakers, but also for EFL students is examined. Furthermore, it introduces the changes and development in phonics teaching in a historical context. The practical section describes the test preparation and presents how the research methodology was applied. It also examines the data collected from testing four groups of Prague primary school children who have different experience of phonics. Last but not least, the empirical section presents the results of 60 students' readings and analyses their performances concluding with an assessment as to whether explicit Synthetic Phonics teaching instruction helps EFL students in pronouncing words or not. Key words: synthetic phonics, analytic phonics, phonemes, graphemes, pronunciation and articulation, spelling, reading, writing
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Effectiveness of teaching synthetic phonics to EFL students
Urbanová, Lucie ; Uličná, Klára (advisor) ; Müller Dočkalová, Barbora (referee)
The effectiveness of teaching synthetic phonics to EFL students Abstract The diploma considers the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical section examines foreign language methodology - the field of reading acquisition in young learners, especially English language pronunciation. It studies how systematic explicit Phonics approach can help in learning how to read and pronounce words correctly. It explores the similarities and differences between teaching Synthetic and Analytic Phonics, and compares them. Furthermore it discusses whether synthetic phonics is useful not only for native English speakers, but also for EFL students. The practical part focuses on testing two groups of children who have different experiences of phonics. The data were collected in Prague and the Hradec Králové region. There were 62 students tested out of whom 33 were in a control group and 29 were taught using a systematic Phonics approach. A specially designed test consisting of two different activities was applied. It tested word reading, non-word pronouncing and sight word recognition. The aim of the research was to find out whether explicit Synthetic Phonics teaching instruction helps not only native English speakers, but also EFL learners in...
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ESP - Developing a Course for Aviation English
Košková, Magdaléna ; Žďárek, Karel (advisor) ; Uličná, Klára (referee)
The diploma thesis deals with the development of an ESP (English for specific purpose) course for aviation English. The theoretical part introduces the methodology for ESP course development, the demands on the teacher and other specifics associated with ESP; the practical part focuses on the contents of the course and its evaluation based on the feedback provided by the teacher and the students. In the conclusion the results of the feedback are discussed and the possible solutions suggested.
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