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Social Skills of English Teachers in Educational Interactions at Secondary Schools
Dvořák, Petr ; Gillernová, Ilona (advisor) ; Šírová, Eva (referee) ; Píšová, Michaela (referee)
The aim of the dissertation is to define the requisite social skills of the English language teacher as a part of his/her professional competence, in the context of communicative language teaching in classroom interactions at secondary schools. The theoretical part is divided into four chapters. The first chapter addresses the processes involved in foreign language learning and acquisition. It first defines the linguo-didactic framework of the dissertation in terms of the functional communicative approach to language and communicative language teaching. The second chapter deals with the processes of interaction and communication at school with an emphasis on foreign language teaching. Attention is paid to functions and content of educational interactions as practised by the main stakeholders - the teachers and their adolescent pupils. The specifics of foreign language educational interaction and its social features are illustrated. The third chapter seeks to define social skills and their relationship to other skills in the professional competence of the English teacher. In the final chapter the theoretical discussion is summarized and social-skill aspects of foreign language educational interactions are defined. Specifically, these aspects are defined in terms of affect, classroom climate,...
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Teaching General Subjects through a Foreign Language as a Communication Tool
Adamus, Richard ; Gillernová, Ilona (advisor) ; Kasíková, Hana (referee) ; Morávková Krejčová, Lenka (referee)
The aim of this dissertation is to investigate and characterize the innovative approach CLIL (Content and Language Integrated Learning), define the scope of the concept, establish CLIL teacher profile based on skill dimensions. The role of the teacher whether we introduce any innovative approach is crucial thus we need to define the CLIL teacher profile. To stipulate the CLIL teacher profile means to establish comprehensive implementation criteria for successful implementation of CLIL at school. The dissertation title - Teaching General Subjects through a Foreign Language as a Communication Tool - fully corresponds with the content of acronym CLIL. The theoretical part is divided into four sections. The first section discusses the assumptions and objectives of the work through the prism of three basic paradigms - philosophical, pedagogical and language. In the second section we define terms, we classify and describe the processes of pedagogical interaction and communication at school with an emphasis on CLIL. Attention is paid to the main stakeholders of these processes - teachers and pupils. In the third section we focus on the relationship between CLIL to bilingualism, to selected theories of language acquisition, curricular reforms and other selected aspects. In the fourth section, we present...
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Social Skills of English Teachers in Educational Interactions at Secondary Schools
Dvořák, Petr ; Gillernová, Ilona (advisor) ; Šírová, Eva (referee) ; Píšová, Michaela (referee)
The aim of the dissertation is to define the requisite social skills of the English language teacher as a part of his/her professional competence, in the context of communicative language teaching in classroom interactions at secondary schools. The theoretical part is divided into four chapters. The first chapter addresses the processes involved in foreign language learning and acquisition. It first defines the linguo-didactic framework of the dissertation in terms of the functional communicative approach to language and communicative language teaching. The second chapter deals with the processes of interaction and communication at school with an emphasis on foreign language teaching. Attention is paid to functions and content of educational interactions as practised by the main stakeholders - the teachers and their adolescent pupils. The specifics of foreign language educational interaction and its social features are illustrated. The third chapter seeks to define social skills and their relationship to other skills in the professional competence of the English teacher. In the final chapter the theoretical discussion is summarized and social-skill aspects of foreign language educational interactions are defined. Specifically, these aspects are defined in terms of affect, classroom climate,...
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The collection of published articles
DVOŘÁK, Petr
The aim of the collection of published articles is to define the requisite social skills of the English language teacher as a part of his/her professional competence, in the context of communicative language teaching in classroom interactions between English teachers and adolescent pupils. The theoretical preliminaries of the research whose findings are presented in the articles are the functional communicative approach to language and communicative language teaching. The attention is paid to the processes of interaction, communication and classroom discourse at school with an emphasis on foreign language teaching. We try to specify social skills of the English teacher and define social-skill aspects of foreign language educational interactions. The findings of the research presented in the articles concern mainly the educational style of English teachers and English teacher's behaviour in particular classroom interactions. The research is also focused on selected social-skill aspects of classroom discourse within communicative language teaching, specifically, pupils' and teachers' initiations of communication, questions, and the distribution of communication opportunities.
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