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Analysis of the Compliance of the Declared Level of German Textbooks for Secondary Schools With the Common European Framework of Reference for Languages in Terms of Lexis
KOLÁŘOVÁ, Eva
The aim of the diploma thesis is to show, whether the German language coursebooks contain vocabulary which is adequate for primary school pupils and whether they follow the Common European Framework of Reference for Languages. The introductory theoretical part contains information about the range and thematic focus of the A1 vocabulary according to the Common European Framework of Reference for Languages and points to the changes in the concept of teaching that occurred in the CEFR in 2018. The empirical part of the diploma thesis is based on a detailed analysis of the range of vocabulary in A1 level coursebooks that are currently offered for German language classes. It contains a description of the research methodology and the interpretation of the results regarding the outputs for another foreign language that are presented by the Framework Education Programme. In the conclusion of the thesis, there are some critical points of foreign language teaching that may lead to overloading pupils.
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Speaking as a critical issue in teaching of English in the lower secondary school curriculum
SCHŮTOVÁ, Eva
This diploma thesis examines speaking skills, which have been identified as a critical issue in teaching English in the lower secondary school curriculum by teachers within the faculty project IPUP KA7 - The Innovation of teacher training. The key activity of the project was action research, which forms the basis of this thesis. The research focused on finding reasons why speaking skills represent a critical issue in the curriculum. At the same time, the aim is to offer possible solutions which can be applied by teachers through teaching techniques to help pupils develop speaking skills in English lessons. The thesis comprises of a theoretical and a practical part. The theoretical part identifies the critical issues, examines the topic of speaking skills in great detail and describes which speaking skills should be mastered by pupils at the lower secondary school. The empirical part describes the methodology of the research and examines the data from the action research as well as theoretical assumptions from studies pertaining to this field of study. The thesis presents recommendations for teaching speaking skills that can be implemented in the classroom.
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Teaching mediation in the foreign language classroom
Komendová, Gabriela ; Klinka, Tomáš (advisor) ; Suková Vychopňová, Kateřina (referee)
The paper Teaching mediation in the foreign language classroom concerns itself with mediation as one of the communicative activities or modes of communication defined by the Common European Frame of Reference for Languages' Companion Volume and the possibilities of teaching mediation as part of teaching foreign languages, French in particular. Its principal aims are to familiarise language teachers and other language education professionals with the essentials of mediation and to provide teachers with a mediation task creating manual including mediation- oriented lesson plans for French language teaching. The theoretical part of the paper deals with how mediation is represented in the Common European Frame of Reference for Languages and in the Companion Volume, as well as with mediation tasks, their characteristics, types, and the parameters that need to be considered when planning mediation teaching. The practical part consists of two stages. The first is an analysis of mediation tasks published in various contemporary French language textbooks based on criteria established in the theoretical part of the paper. The other describes mediation-oriented French lessons taught on the basis of lesson plans designed as part of the present thesis to four groups of secondary school students with varying...
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The category of reflexivity in Czech-Russian context with regard to modern educational methods in Czech language education for foreigners
Kovbová, Kristýna ; Lendělová, Věra (advisor) ; Rajnochová, Natalie (referee)
The main objective of this thesis is to describe category of reflexivity in Czech language based on Russian language material, followed by design and formation of language handbook to category of reflexivity for foreign students of Czech language for A1 - B2 levels in accordance with Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). In the theoretical part individual aspects in category of reflexivity in Czech language are described. Mainly reflexive form of verbs, reflexive deagentive forms and reflexive verbs. The proposal of our own clasification category of reflexivity comes after and it incorporates explored material, which is systemized for design and formation of educational materials. The main target of the practical part is to design and form language handbook to category of reflexivity in Czech language. After the analysis of current educational materials we realized category of reflexivity is not taken in consideration enough, sometimes it is missing at all. In the process of creation of the educational material itself we followed the current methodological base CEFR for Czech language as foreign language. We defined grammar and lexical competences for individual A1, A2, B1, B2 levels in accordance with CEFR. Based on all above rules four...
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Important personalities of the didactics of French as a foreign language since 1950
Stammová, Markéta ; Klinka, Tomáš (advisor) ; Bořek - Dohalská, Marie (referee)
This work presents the chronological development of foreign languages teaching methods, with a focus on French especially. With these methods, we provide an overview of the learning materials development. The aim of this work is to introduce the didacticians of French language from the 1950s who worked on teaching methodologies. The first part briefly presents the French language extension history and, then, the traditional, direct and audio-lingual teaching language methods details that we encounter before the 1950s. The second part deals with the second half of the last century. On the background of the audiovisual structurally global approach, we encounter the main persons linked to this method. Consequently, we continue with the communication approach and the Speech acts of J. L. Austin and J. Searl, followed by Daniel Coste and his"Niveau Seuil". The last part deals with the Common European Framework of Reference, followed by 21st century most representative didacticians. Keywords Didactics, French language, teaching methods, CEFR, history of teaching methods
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Viability of Using Erstlesebuch in Classes Teaching German as a Foreign Language
Brzková, Šárka ; Bučková, Tamara (advisor) ; Švermová, Dagmar (referee)
The diploma thesis deals with the book genre Erstlesebuch (book for beginner readers) as educational material in the context of foreign language education at the levels of Basic Users (A0/1-A2). In the context of first language teaching, this specific genre belongs to the field of literature, the didactic of literature, and the didactic of reading. The goal of this diploma thesis is to present different possibilities of didactic activities with Erstlesebuch in the context of second language teaching and to formulate criteria for choosing an appropriate text. The theoretical part describes the context of foreign language education and the role of literature in this context, with consideration for the Common European Framework of Reference for Languages. The theoretical part also presents the specifics of the book genre Erstlesebuch itself. The empirical part of this thesis is based on several investigations: firstly on a complex analysis (readability and text structure) of six Erstlesebuch and secondly on empirical research in reading with schoolchildren at higher grades of an elementary school (children at the age of 13-15). These results are compared to the results of similar research done with Austrian beginner readers (children between the ages of 7 and 9). The final part of the thesis concludes...
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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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The use of Connectors in the Texts of Non-Native Speakers of Czech
Pečený, Pavel ; Petkevič, Vladimír (advisor) ; Škodová, Svatava (referee) ; Zikánová, Šárka (referee)
Title: The Use of Connectors in the Texts of Non-Native Speakers of Czech Author: Pavel Pečený Department: Institute of Czech Language and Theory of Communication Faculty of Arts, Charles University Supervisor: doc. RNDr. Vladimír Petkevič, CSc. Abstract Over the last few years two learner corpora of authentic texts of non-native speakers of Czech have originated (MERLIN Corpus and CzeSL Corpus), giving linguists an important source of data for researching Czech as a foreign language. Ergo, for the first time it is possible to carry out the language analysis of non-native speakers of Czech using tools of corpus linguistics to formulate evidence-based research findings. The presented thesis uses that as well, focussing on the study and description of the use of connectors in the written text production of non-native speakers of Czech, being primarily based on evidence from the learner MERLIN Corpus, which as opposed to other corpora is characterized by linking written text production reliably to the proficiency levels of the Common European Framework of Reference for Languages (CEFR), including the levels of A2-B2. At the same time, it also contains a text error annotation, thus enabling to ascertain what effect the language proficiency has on the extent of the repertoire and frequency of using connectors,...
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Typology of mistakes made by Russian-speaking foreign students in written communication
Nudga, Natalia ; Stárková, Zuzana (advisor) ; Vučka, Tomáš (referee)
The bachelor thesis deals with the typology of interference errors of students, whose native language is Russian, and analyses the texts of respondents who have achieved B1and B2 level according to the CEFR which are available online in MERLIN corpus. After a brief introduction to the issue of interlingual interference and an overview of the selected differences between Czech and Russian, which are the source of interference errors, the results of the error analysis are presented. Errors are divided into categories and classified by the frequency of occurrence, and statistical data are compared between B1 and B2 level respectively.
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Important personalities of the didactics of French as a foreign language since 1950
Stammová, Markéta ; Klinka, Tomáš (advisor) ; Bořek - Dohalská, Marie (referee)
This work presents the chronological development of foreign languages teaching methods, with a focus on French especially. With these methods, we provide an overview of the learning materials development. The aim of this work is to introduce the didacticians of French language from the 1950s who worked on teaching methodologies. The first part briefly presents the French language extension history and, then, the traditional, direct and audio-lingual teaching language methods details that we encounter before the 1950s. The second part deals with the second half of the last century. On the background of the audiovisual structurally global approach, we encounter the main persons linked to this method. Consequently, we continue with the communication approach and the Speech acts of J. L. Austin and J. Searl, followed by Daniel Coste and his"Niveau Seuil". The last part deals with the Common European Framework of Reference, followed by 21st century most representative didacticians. Keywords Didactics, French language, teaching methods, CEFR, history of teaching methods
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