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The collocational competence of EFL students in relation to their cognitive and affective predispositions.
Kacafírková, Petra ; Kucharská, Anna (advisor) ; Betáková, Lucie (referee) ; Šulová, Lenka (referee)
The dissertation deals with the collocational competence of English language students and its relation to the naturalness of language production. In addition to the theoretical foundations of the research, the main focus is first given to the definition of collocational competence, followed by the presentation of the research project itself - a teaching intervention with students from Charles University (n = 39) over the course of one semester. Students were divided into an experimental group with explicit collocation instruction and a control group where teaching was conducted in a traditional way. The primary aim was to explore whether instruction inspired by lexically-oriented approaches contributes to the successful development of collocational competence. At the same time, we monitored individual differences, such as foreign language aptitude, anxiety, motivation, and learning strategies, and their impact on the learning process. The results suggest that explicit instruction of language in general is beneficial for students with higher levels of anxiety and weaker foreign language aptitude. Systematic lexically-oriented instruction proved to be effective in enhancing collocational competence and also contributed to naturalness of written production regardless of individual differences. The...
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Learning styles of future Biology teachers and scientists
MALEČKOVÁ, Michaela
The diploma thesis deals with the topic of learning styles. The literature review describes the teaching and its conceptions, it works with the term of the teaching methods. The literature review characterizes teaching methods mostly used in biology education. Furthermore, the literature review explains the learning process, the approaches to learning, strategies, and tactics of learning. In the next part, the literature review deals with the learning styles and their classification according to the well-known authors. The last section of the literature review describes the diagnostics of the learning styles and methods that are used for detecting the learning styles. The results summarize the findings of a research study focused on the learning styles of university students. The research dataset consists of 187 cases that reflect the differences in the preferences of learning styles of future scientists and biology teachers and the relationship between a particular learning style and the favourite teaching method that students encountered at primary or secondary school. Furthermore, there were founded out the differences in the preferences of teaching methods and identified the reasons that had led the respondents to study science (biological) disciplines.
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Special Education Support for University Students with Dyslexia
Koutníková, Eva ; Felcmanová, Lenka (advisor) ; Hájková, Vanda (referee)
v TITTLE: Special Education Support for University Students with Dyslexia ABSTRACT: The diploma thesis is focused on special education support for university students with dyslexia. The task of the theoretical part is to describe diagnostics, learning strategies, reeducation of dyslexia and possible support for students with dyslexia at the university. The theoretical was drawn from the scientific literature. The aim of practical part is to detect how Universities provide support to their students. The aim was achieved by using analysis of university documents and websites and survey. KEYWORDS: dyslexia, special education support, learning strategies, university, student
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Learning styles and strategies in French textbooks
Kroupová, Lucie ; Klinka, Tomáš (advisor) ; Nováková, Sylva (referee)
This bachelor thesis deals with the issue of considering styles and learning strategies in French language textbooks. The aim of the thesis is to find out whether the French language textbooks reflect the different learning styles of pupils and also what strategies the pupil uses most often during solving the tasks from the textbook. The main question is therefore whether there is a sufficient range of exercises in the textbooks to make the textbooks suitable for all or at least the majority of learners with different learning styles and which learning strategy the textbook develops the most. The theoretical part defines and elaborates on relevant terms related to learning styles and learning strategies based on professional literature and subsequently the thesis deals with their classification which is closely related to the analytical part of the thesis. In the analytical part, the theoretical part of the work is applied into practice in a way that the selected textbooks were subjected to analysis of their content. Textbooks of my choice are normally used in elementary schools and have been selected on the basis that they are readily available as a result of their frequent use in elementary schools. The textbook analysis is primary, which is mostly just superficial observation of the textbook and...
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Learning styles in one-to-one teaching of English
TOMAŠÁKOVÁ, Michaela
The diploma thesis deals with learning styles of learners in English language teaching namely in one-to-one courses. The theoretical part deals with the theory of learning styles which is contrasted with the theory of learning strategies. In the theoretical part it is described how learning styles and learning strategies are classified by different authors. How to identify learning styles of one particular student is explained. Apart from that the theoretical part deals with teaching styles in order to find the relationship between learning styles and teaching styles. One-to-one teaching is described as the research takes place in one-to-one teaching environment. The empirical part of the thesis is based on qualitative research of learning styles namely case studies of 7 students of different levels of English who acquire English in one-to-one courses. Students´ learning styles will be analysed through data obtained from an interview. The author of the thesis will use participant observation and will keep account of learning styles of every particular student. Results acquired from the interview will be compared with results from observation in one-to-one teaching. When students´ learning styles are analysed, appropriate teaching methods and exercises are proposed to satisfy students´ ascertained learning styles.
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Strategies of the Students' Learning at a Primary School
Sobíšková, Ludmila ; Hejlová, Helena (advisor) ; Kargerová, Jana (referee)
This diploma thesis deals with the topic of the students' learning strategies at a primary school. The strategies are demonstrated at an example of a foreign language. Based on this example, more general rules for using strategies in other areas are being searched. The strategies are understood as specific steps and methods used in the learning process. They are anchored in the curriculum documents, in particular under the learning competence. The theoretical part of the thesis is based on existing literature and it analyses learning styles and strategies of students at a primary school with the focus on a foreign language. The aim of the thesis is to find out to what extent students of the fifth grade use language strategies and what role a teacher's support plays. For the research, the questionnaire "Strategie učení se cizímu jazyku" was used. The thesis is also based on qualitative research consisting of observations and interviews with the teachers. The results show that the fifth-grade primary school students use the foreign language learning strategies to a limited degree. However, the teachers' support has an effect on the usage. KEYWORDS Learning strategies, learning styles, learning competence, support of the learning strategies, foreign language, metacognitive strategies
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Application of mind maps in ELT with the emphasis on lexis in one-to-one courses, groups and self-teaching
Borovková, Petra ; Dvořák, Bohuslav (advisor) ; Vít, Radek (referee)
This work deals with an implementation of mind maps in ELT. It stems from the master thesis Mind Maps in English Language Teaching, and it further explores and develops its assumptions. This thesis is divided into a theoretical and a practical part. The theoretical part gives an explanation why mind maps serve as an effective learning strategy. It is dedicated to the problem of memory, organisation of thoughts, strategies of consolidation, and learning styles. Examples of activities focused on various language skills based on mind maps, can be found in the practical part of the thesis. The crucial part is the one which concentrates on a new technique of learning vocabulary via mind maps. In this part, there are chapters devoted to an application of this technique in one-to-one courses, groups and in self-teaching. Observations are added to the description of the technique. As oppose to the master thesis, this time the research focuses on using the technique in a group.
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Special Education Support for University Students with Dyslexia
Koutníková, Eva ; Felcmanová, Lenka (advisor) ; Hájková, Vanda (referee)
v TITTLE: Special Education Support for University Students with Dyslexia ABSTRACT: The diploma thesis is focused on special education support for university students with dyslexia. The task of the theoretical part is to describe diagnostics, learning strategies, reeducation of dyslexia and possible support for students with dyslexia at the university. The theoretical was drawn from the scientific literature. The aim of practical part is to detect how Universities provide support to their students. The aim was achieved by using analysis of university documents and websites and survey. KEYWORDS: dyslexia, special education support, learning strategies, university, student
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Strategie učení
FOUROVÁ, Lucie
My diploma thesis deals with using learning strategies when learning the English language. To research the learning strategies of students I will carry out a case study in one particular class of lower level of an eight ? year grammar school. The theoretical part is focused on the evaluation of the current knowledge and description and characterization of particular learning strategies. It stresses the importance of learning strategies in the context of the contemporary educational system. I also refer to the role of teachers and students with regard to using learning strategies. The practical part of the diploma thesis deals with the determination of measures in which the students of one particular class use learning strategies. To find out about learning strategies of the students I will use an existing questionnaire called Strategy Inventory for Language Learning (SILL) for my case study. On the basis of the gained data I will determine the measure of using learning strategies of particular students and the whole group. After that I will suggest a set of exercises which support mainly the development and use of the direct learning strategies.
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