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Vzájemné ovlivňování angličtiny a druhého cizího jazyka a jejich vliv na jazykovou úroveň studentů na českých středních školách
Humhalová, Tereza ; Mikuláš, Martin (advisor) ; Dvořák, Bohuslav (referee)
My diploma thesis is concerned with the possible effects of linguistic transfer between a Czech grammar school students' acquired languages, namely English and French or German, on their performance in these languages. The thesis is written on the backdrop of the Czech Education System. The System of Curricular Documents and the related documents which predetermine the students' language development are introduced, and their most important implications for the development of the students' L2 and L3 are listed out. The foreign languages which this thesis is predominantly focused on, namely English, French and German, are analysed diachronically, synchronically and typologically to establish their main principles, their similarities, and differences, which may serve as the possible sources of linguistic transfer. Cognitive processes underlying the development of L2 and L3 systems in the context of the Czech Education System and relevant theories are introduced, including the variables which determine to a significant degree the development of these languages and may have implications for the possible instances of linguistic transfer. Hypotheses and research questions which arise from the theoretical research are then proposed, the answers to which I intend to provide by means of a...
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Game as a means of developing mediation
Podloucká, Barbora ; Klinka, Tomáš (advisor) ; Suková Vychopňová, Kateřina (referee)
Title of the thesis Game as a means of developing mediation Abstract in English This diploma thesis focuses on the theme of game as a means of developing mediation. In the theoretical part it discusses the notion of mediation, its concept in the Common European Framework of Reference for Languages and its Companion Volume, the means and forms of mediation, the importance of mediation in foreign languages teaching. Major emphasis is placed on theme of mediation activities (mediation communication, mediating a text, mediating concepts). Moreover, the theoretical part concerns the issus of games, their definition from a didactic point of view and points to the mutual aspects of games and mediation. In the practical part, it focuses on analysis of specific games developing mediation. The games are classified according to what mediation activity they develop. For each game it is described minutely how it develops the given mediation activity. These games could be used as teaching materials for teachers or be an inspiration for their own formation. The diploma thesis opens new possibilities for diversifying the teaching of French language. KEYWORDS Mediation, game, FLE, French language, language teaching, competence
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The problematics of the false beginner in French as a foreign language learning/teaching
Markalousová, Barbora ; Klinka, Tomáš (advisor) ; Biegel, Madeleine (referee)
This thesis will address the special problem of learning and teaching at the level of a false beginner in French. The text will be divided into two parts, a theoretical part and a practical part. In the theoretical part, we will define the specific term of false beginner, furthermore, we will classify it according to the language level in the European Framework of Reference and I will focus on several points of view on this issue. In the theoretical part we will also describe the learning process from the didactic perspective, from the psycholinguistic perspective and from the perspective of the functioning of the two hemispheres of our brain, in other words, from the neurolinguistic perspective. According to these perspectives, we suggest several types of exercises, games and various other activities that could be beneficial for a false beginner. In the practical part, I then analyse data from my survey, which focuses on students of French language courses at the "false beginner" level and professionals in the Czech Republic and in France. The aim of the work was to define the false beginner with his/her characteristics, to classify him/her within the European Framework of Reference, and to find out how to work with him/her from a didactic point of view, and whether the work is similar to that...
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The pedagogy of Maria Montessori in the teaching of French as a foreign language in the Czech Republic
Polášková, Adina ; Suková Vychopňová, Kateřina (advisor) ; Klinka, Tomáš (referee)
This bachelor's thesis approaches the life of Maria Montessori, her pedagogy, and more specifically the teaching of French as a foreign language in Montessori schools. It consists of two parts. The theoretical part of the bachelor's thesis introduces the reader to the basic terminology in the field of alternative pedagogy, what were the impulses and reasons for the emergence of alternative pedagogy as such and describes the development of alternative pedagogy in the Czech Republic and France. Then it focuses on the life and personality of Maria Montessori and her pedagogy, in particular her principles and methods. The thesis also describes the concept of teaching at Montessori schools, including the role of the teacher in education and the specific features of Montessori pedagogy at second grade of elementary school. The theoretical part concludes with a chapter that introduces the reader to Maria Montessori's legacy and how her pedagogy is widespread. It includes a mapping of Montessori school facilities in the three largest cities of the Czech Republic. The practical part consists of a case study of two Montessori primary schools. These are the Montessori Primary School in Kladno and the Montessori Five Star Primary School in Brno. The aim of the practical part is to discover what form the...
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On the didacticization of interjections and onomatopoeias in the French language
Dvořáčková, Barbora ; Jančík, Jiří (advisor) ; Suková Vychopňová, Kateřina (referee)
in English This master's thesis focuses on the insufficient inclusion of interjections in the teaching of French and aims to introduce new approaches to incorporate them into textbooks and teaching materials. The theoretical part of the thesis explores interjections as a part of speech, their phonological anomalies, and their roles in texts. Emphasis is placed on researching and analyzing interjections in various textual contexts, providing a comprehensive perspective on interjections and emphasizing their importance in the French language. The practical part of the thesis is dedicated to the creation of various exercises and activities that serve as inspiration for French language teachers. These activities are designed with consideration for different age groups and student levels to ensure effective engagement and the development of interjection- related skills. The proposed activities include project tasks, creating dialogues, and creative writing. The aim of these activities is to promote active communication, understanding, and expression using interjections, thereby enriching students' language skills. Additionally, the theoretical part discusses the significance of interjections as initiators of human speech. This thesis brings new perspectives and tools to enhance the teaching of the...
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The history and use of punctuation in the French language
Kollrossová, Petra ; Jančík, Jiří (advisor) ; Suková Vychopňová, Kateřina (referee)
This bachelor's thesis will be devoted to the history and use of punctuation in the French language. In the first part, it will be explained what punctuation is and what its function is. Punctuation marks used in the French language will also be introduced. This will be followed by a section on the history of punctuation, specifically its origin and development up to the 21st century. It will be shown how the development of this system affected the development of texts and how it influenced authors and book printing. In the next part, I will specify its modern development and describe some specific elements that arose in it, especially thanks to the Internet. In the last part, punctuation marks (for example period, comma, question mark) will be introduced. In this section, the correct use of these signs, their use in the French language and the specific way in which they are written will be specified.
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The problematics of the false beginner in French as a foreign language learning/teaching
Markalousová, Barbora ; Klinka, Tomáš (advisor) ; Biegel, Madeleine (referee)
This thesis will address the special problem of learning and teaching at the level of a false beginner in French. The text will be divided into two parts, a theoretical part and a practical part. In the theoretical part, we will define the specific term of false beginner, furthermore, we will classify it according to the language level in the European Framework of Reference and I will focus on several points of view on this issue. In the theoretical part we will also describe the learning process from the didactic perspective, from the psycholinguistic perspective and from the perspective of the functioning of the two hemispheres of our brain, in other words, from the neurolinguistic perspective. According to these perspectives, we suggest several types of exercises, games and various other activities that could be beneficial for a false beginner. In the practical part, I then analyse data from my survey, which focuses on students of French language courses at the "false beginner" level in the Czech Republic. The aim of the work was to define the false beginner with his/her characteristics, to classify him/her within the European Framework of Reference, and to find out how to work with him/her from a didactic point of view, and whether the work is similar to that with a real beginner or not, and...
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Understanding motivation of Czech high school and university students to learn the English and French languages
CSEVÁROVÁ, Marie
The focus of this bachelor thesis is the study of the motivation of two target groups: high school and university students in learning both English and French languages. The research was stimulated by the great influence of motivation on Second Language Acquisition (SLA), and it aimed to give an insight into the motivations and different variables that influence the motivation of the students. The first chapter of the thesis introduces the topic of motivation in SLA, serving as the basis for the research. Accordingly, this work focused specifically on the following aspects of motivation: intrinsic and extrinsic motivation, instrumental motivation, language anxiety and amotivation, and several of the influences on the motivation of the students: teachers, parents, and friends. It is followed by the second chapter, which outlines the methodology: piloting a questionnaire, final questionnaire design, and the data collection. The third chapter contains the data analysis, which comprises the responses of the participants. The fourth chapter addresses both contrasts and similarities between the two studied groups. Several of the main findings are - Within the students, intrinsic and extrinsic motives coexist, nevertheless, for university students, the career motive was more noticeable. Concerning high school students, intrinsic motivation was the most prevalent. There were also some differences between the students of the target languages of this thesis, French students were often motivated by the culture of the language, and English students mostly perceived the practical usefulness of English as their main motive. The influence of teachers was perceived as more positive within university students than the high school students. Both groups of students expressed quite low perceptions of the active parental influence on their language learning. Many students displayed the occasional state of amotivation or signs of language anxiety. These aspects were higher within the university students, French majors in particular. This thesis could serve as a base for follow up research or as a tool for educators in researching the motives of their students in order to increase their motivation.
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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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