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Assessment of Spanish textbooks within Common European Framework of Reference
Bryndová, Marcela ; Králová, Jana (advisor) ; Obdržálková, Vanda (referee) ; Valeš, Miroslav (referee)
IN ENGLISH The doctoral thesis focuses on the analysis of Spanish textbooks, both comparative method and content analysis, and at the same time it contributes to the mapping of the beginning of Spanish language teaching in Bohemia after 1945. Functions of textbooks as a didactical teaching aid are also defined. The author conducted interviews by a unique method of oral history. Based on these interviews with three experts on language teaching, the beginnings of the formation of the Spanish language textbooks in Bohemia have been recorded. From the point of view of psychology and didactics, a teacher is a mediator between the textbook and the user. For this reason the doctoral thesis includes a chapter called Teachers` personality. The author characterizes the role of teachers in the educational process and the influence of his/her personality on the use of textbooks. The description is made on the basis of the interviews with Josef Hendrich, Libuše Prokopová and Vladimír Rejzek. The main part of the doctoral thesis consists of two chapters, a comparison and a content analysis. The comparative analysis describes textbooks with respect to the intention of the authors, it compares publications in terms of structure, target groups, use of pictorial material, etc. The development of linguistic...
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Developing Reading Skills of Deaf Pupils in Accordance with the Reference Level A2
Staňková, Vladimíra ; Cícha Hronová, Anna (advisor) ; Pacovská, Jasňa (referee)
This thesis comments on the development of reading skills of deaf students at the language level A2 of the Common European Framework of Reference. In line with the view that deaf pupils should be educated bilingually, it draws primarily from foreign textbooks aimed at developing reading skills in foreign language teaching. It provides detailed instructions on how to develop the reading skills when working with a text, what exercises should be used and how the teacher should use them with students. The characteristics of each approach draws attention to possible errors which should be avoided in teaching reading skills. Taking into consideration the knowledge necessary for a pupil to be able to fulfill a reading comprehension task at A2 level and the correct teaching methods, this work provides a set of practice-oriented texts and proposed following activities. The texts are divided into three thematic areas and within each of them, the exercises are structured into several parts according to the different stages of work with a text. Exercises are also supplemented with methodological recommendations and instructions for use suggesting various modifications, pointing to the problematic situations and others.
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