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Interference in Use of English Perfect Tenses by Czech Students of German
Taušková, Martina ; Matuchová, Klára (advisor) ; Jančovičová, Ivana (referee)
This thesis focuses on the influence of knowledge of the German language on use of English perfect tenses. It is based on the research, in which university students of English took part. The research does not prove that students who speak German (including students who do not study German as their major at university) achieve better results than others but it shows that among German speaking respondents, there is a direct proportion between the length of learning German and the amount of correct answers. The research shows that students who study both English and German as their major, scored significantly higher.
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Teaching English Through English: Giving Instructions at A1-A2 level students
Mertová, Sára ; Uličná, Klára (advisor) ; Žďárek, Karel (referee)
This diploma thesis aims at presenting principles and techniques of giving instructions during English lessons and their practical use. It stresses the awareness of the importance of delivering clear and understandable instructions and of their influence on students' comprehension. Theoretical part of this thesis describes general rules of giving instructions and focuses on instruction techniques suitable for students' learning styles. It also deals with the language of instruction appropriate for A1 - A2 level students. Practical part consists of applying the theoretical principals in practice through an action research. The aim of the practical part is the improvement of the author's instructions. The findings have shown that modifying the language of instruction as well as using various verbal and non- verbal instruction techniques promotes the students' comprehension of instructions. Key words: Language acquisition, comprehensible input, language of instruction, students' comprehension, learning styles, gestures, action research, instructions
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A Contrastive Approach in Teaching Czech Language to Czech Deaf
Hudečková, Martina ; Petráňová, Romana (advisor) ; Macurová, Alena (referee)
This work deals with the use of contrastive approach in teaching Czech language to Czech deaf, with positives and negatives of this approach and with its conditions of the use. The introduction described a process of language acquisition for hearing and deaf children and there is also described the difference between acquiring the first language and learning a second / foreign language. The work also denotes the causes of low literacy of Czech deaf and the possibility of solving this problem. The inclusion of contrastive approach to teaching could be the solution. Keywords: deaf, teaching Czech language, contrastive approach, language acquisition, language learning, first language, second language, foreign language
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Multilingual Compensatory Strategies of Czech Native Speakers in English
Pokorná, Vítězslava ; Matuchová, Klára (advisor) ; Dvořák, Bohuslav (referee)
The proposed thesis treats the topic of multilingual language acquisition and the occurring language interference. It aims to demonstrate the negative language transfer by the means of the results of a field research. The theoretical part introduces and discusses relevant topics, such as language learning, language processing, bilingualism and multilingualism. Furthermore, it focuses on the character of language transfer itself. In the practical part, two hypotheses are presented, specifically "the interference of the dominant foreign language is considerably higher than the interference of the other language, i.e. L3" and "passive interference reaches a higher degree than the active one". Eventually, the results interpretation is presented and both the hypotheses are verified.
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Grammatical Competence Development in a Child - Nouns
Hoffmanová, Judita ; Chejnová, Pavla (advisor) ; Holanová, Radka (referee)
The bachelor thesis deals with the acquisition of grammatical categories of nouns (grammatical case, number, gender) in a child in the period of age ranging from two years and three months to two years and nine months. The thesis is divided into two parts. The theoretical part presents the principal personalities of psycholinguistics and theoretical approaches to learning a language. It defines the basic terminology, ontogenetic development of speech and the way of acquiring grammatical categories and particularities of constituent levels in the child speech. The other part is practical. Six 30-minute audio recordings of dialogues of an adult and a child were made in month-long intervals. The dialogues were transcribed by CHAT, that means by orthographic transcription. The transcripts were analysed in detail and the use as well as the development of grammatical noun categories, their function in a sentence and the occurrence of mini paradigms were studied. The monitored child used substantives as the most frequent part of speech from the very beginning, even if they were often accompanied by interjections in the first recording. All the cases were used at least once, but the most frequent ones were nominative and accusative cases. The analysis of grammatical number showed that the child used...
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Teaching English Through English: Giving Instructions at A1-A2 level students
Mertová, Sára ; Uličná, Klára (advisor) ; Žďárek, Karel (referee)
This diploma thesis aims at presenting principles and techniques of giving instructions during English lessons and their practical use. It stresses the awareness of the importance of delivering clear and understandable instructions and of their influence on students' comprehension. Theoretical part of this thesis describes general rules of giving instructions and focuses on instruction techniques suitable for students' learning styles. It also deals with the language of instruction appropriate for A1 - A2 level students. Practical part consists of applying the theoretical principals in practice through an action research. The aim of the practical part is the improvement of the author's instructions. The findings have shown that modifying the language of instruction as well as using various verbal and non- verbal instruction techniques promotes the students' comprehension of instructions. Key words: Language acquisition, comprehensible input, language of instruction, students' comprehension, learning styles, gestures, action research, instructions
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Communication in Kindergarten: Selected Communicative Situations
Josífková, Lenka ; Saicová Římalová, Lucie (advisor) ; Šormová, Kateřina (referee)
This diploma thesis deals with communication in kindergarten in selected communicative situations. The first part defines basic theoretical terms and, based on previous research, summarizes findings about pre-school education and mental and language development in pre- school children. The thesis also explains factors that influence language acquisition, child directed speech and pedagogical communication. The second part's main focus lies in describing communicative situations and in qualitative analysis of the acquired data - video recordings of selected communicative situation. The pocess of recording took place after previous agreement with two kindergartens. The recordings were transcribed according to the modified manual for the DIALOG database. The analysis is focused on the nature of the pedagogical communication in kindergarten. Our findings were compared to previous research results. Keywords communication, pedagogical communication, language acquisition, child directed speech, kindergarten
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Comprehension of Polysemous Expressions in a Pre-School Child
Bendíková, Barbora ; Saicová Římalová, Lucie (advisor) ; Šormová, Kateřina (referee)
The bachelor's paper focuses on the comprehension of polysemous expressions and ambiguous syntactic constructions in pre-school children. The goal of the paper is to find out, whether and how children understand polysemy, focusing closer on chosen metaphorical and metonymical transfers, and ambiguity in selected constructions. An original battery of questions has been created for this purpose, the data were being collected by a series of recorded semi-structured interviews with three children. Afterwards, the interviews were transcribed using a combination of the transcription systems GAT 2 and CHAT and analyzed. The collected data also contained interviews with every child's parent to provide closer information about the child and its linguistic, mental and social development. The results of the paper have shown that children understand many of the metaphorical (e. g. personification) and metonymical (e. g. synecdoche) transfers. It seems however, that they perceive them mostly unconsciously (as something given). On the other hand, the collected data have suggested a certain ability of the children to produce the transfers freely, depending on the given context.
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