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Czech Teachers' Subjective Theories about Grammar
Hurytová, Ivana ; Štěpáník, Stanislav (advisor) ; Grecmanová, Helena (referee) ; Liptáková, L'udmila (referee)
The dissertation is devoted to the so-called subjective theories of teachers of the lower- secondary level of elementary schools. Its aim is to examine the subjective theories of grammar among teachers of the Czech language at the secondary level of elementary school and to analyze the influence these theories have on shaping the teaching and learning environment of the Czech language at the secondary level of elementary school. The theoretical part is devoted to two basic topics: the first chapter presents the concept of subjective theories in foreign and domestic research, including the implications of the given phenomenon in the teaching of the mother tongue. The second chapter presents the current state of grammar teaching as one of the critical areas of Czech language teaching and the starting point of current mother tongue didactics. The empirical part was processed using qualitative research methods. Preliminary research, carried out on a sample of 20 teachers, provides the first data and tests one of the research tools, a questionnaire with unfinished statements. The main research consists of two phases. The pilot phase represents a deeper probe into the subjective theories of one female teacher using two research tools, a questionnaire and a semi-structured interview. In the second phase...
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Use of the Czech National Corpus in teaching the Czech language
ZEMANOVÁ, Žaneta
The diploma thesis is focused on the use of the Czech National Corpus in the teaching of the Czech language at a grammar school, especially at lower-secondary school. The work is divided into theoretical and research part. The purpose of the theoretical part is to define a basic overview of the didactics of the Czech language, corpus linguistics, the Czech National Corpus and lexicology. The empirical part describes creation of a worksheet focused on lexicology, especially phraseology. It also summarizes the results of student work. Data from the written corpus KonText and WaG were used to create the worksheet.
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Method of Integration of Valency Syntax into the Czech Language Teaching within Lower Secondary Education
Žiláková, Renata ; Machová, Svatava (advisor) ; Janovec, Ladislav (referee) ; Čechová, Marie (referee)
The dissertation called the Method of Integration of Valency Syntax into the Czech Language Teaching within Lower Secondary Education deals with the issue of valency syntax in relation to syntax teaching within lower secondary education. The main goal of the dissertation is to describe, specify and define the principles, which serve as the basis for the integration of the valency theory into the Czech language teaching within lower secondary education with regard to pupils' concepts of the structure of a Czech sentence. In its three main parts, the dissertation informs the reader about the development of the perception of the valency syntax as a scientific discipline in the Czech and foreign environment, as the didactic transformation of the curriculum must be always based on scientific theories and comply with them; the second part of the thesis analyses the didactically transformed curriculum of valency syntax in teaching materials intended for lower secondary education. On the basis of a practical quality research, the third part defines pupils' preconcepts related to the formal and semantic structure of a sentence. Among other things, the submitted dissertation points out to the necessity of monitoring the pupils' preconcepts in the Czech language teaching in order to ensure that the teaching is not...
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Constructivism in Czech Language Teaching at Higher-Secondary School
Štěpáník, Stanislav ; Šmejkalová, Martina (advisor)
The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...
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Method of Integration of Valency Syntax into the Czech Language Teaching within Lower Secondary Education
Žiláková, Renata ; Machová, Svatava (advisor) ; Janovec, Ladislav (referee) ; Čechová, Marie (referee)
The dissertation called the Method of Integration of Valency Syntax into the Czech Language Teaching within Lower Secondary Education deals with the issue of valency syntax in relation to syntax teaching within lower secondary education. The main goal of the dissertation is to describe, specify and define the principles, which serve as the basis for the integration of the valency theory into the Czech language teaching within lower secondary education with regard to pupils' concepts of the structure of a Czech sentence. In its three main parts, the dissertation informs the reader about the development of the perception of the valency syntax as a scientific discipline in the Czech and foreign environment, as the didactic transformation of the curriculum must be always based on scientific theories and comply with them; the second part of the thesis analyses the didactically transformed curriculum of valency syntax in teaching materials intended for lower secondary education. On the basis of a practical quality research, the third part defines pupils' preconcepts related to the formal and semantic structure of a sentence. Among other things, the submitted dissertation points out to the necessity of monitoring the pupils' preconcepts in the Czech language teaching in order to ensure that the teaching is not...
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Constructivism in Czech Language Teaching at Higher-Secondary School
Štěpáník, Stanislav ; Šmejkalová, Martina (advisor) ; Slavík, Jan (referee) ; Svobodová, Jana (referee)
The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...
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Constructivism in Czech Language Teaching at Higher-Secondary School
Štěpáník, Stanislav ; Šmejkalová, Martina (advisor)
The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...
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