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Learning styles and their effectivness amongst pupils with specific learning disabilities
Nyklíčková, Zdeňka ; Felcmanová, Lenka (advisor) ; Marádová, Eva (referee)
This diploma thesis deals with learning styles and their effectiveness amongst pupils with specific learning disabilities. The theoretical part describes the problems of specific learning disorders, the current legislation and the possibilities of care for pupils with specific learning disabilities in school counseling facility, learning styles, learning habits amongst pupils with specific learning disorders and basic diagnostics of learning styles. The practical part is focused on the research and includes quantitative research which focuses on revealing the predominant style of learning at the second level of elementary school amongst pupils with learning disabilities and its comparison with the regular population of pupils. The thesis also answers a range of questions, such as, what helps learners who have learning disabilities to make the most out of their work, what disturbs the learners during learning, and compares these findings with pupils without any learning disabilities. The results of the survey revealed that pupils with specific learning disabilities involved in the research are predominant in the auditory style of learning. There were no differences found between predominant learning styles in pupils with learning disabilities and pupils without these disorders.
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Using Multimedia for Suppotring Listening Comprehension at Students of French Language
Mádlová, Michaela
The dissertation thesis deals with the skill of listening comprehension and using multimedia for its support in the French language teaching process. The issue is studied within the context of Czech curricular documents. It classifies language skills from the point of view of the Common European Framework of Reference for Languages. The process of listening comprehension is described in linguo-didactics from the historical point of view and as a process of language communication. Attention is paid especially to listening comprehension in foreign language teaching. The thesis focuses also on methodical procedures when developing and reinforcing this language skill. Integration of multimedia with respect to varied learning styles and strategies is described. Styles according to the perception preferences and listening learning strategies are focused on. The aim of the thesis is to find out what is the position of the listening comprehension skill in the French language teaching process at upper-secondary schools, what is the success rate of the students in the process of comprehension of the spoken language, whether multimedia can contribute to successful comprehension of the spoken language in a foreign language. The issue is viewed from the perspective of the students as well as the teachers....
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Using Multimedia for Suppotring Listening Comprehension at Students of French Language
Mádlová, Michaela
The dissertation thesis deals with the skill of listening comprehension and using multimedia for its support in the French language teaching process. The issue is studied within the context of Czech curricular documents. It classifies language skills from the point of view of the Common European Framework of Reference for Languages. The process of listening comprehension is described in linguo-didactics from the historical point of view and as a process of language communication. Attention is paid especially to listening comprehension in foreign language teaching. The thesis focuses also on methodical procedures when developing and reinforcing this language skill. Integration of multimedia with respect to varied learning styles and strategies is described. Styles according to the perception preferences and listening learning strategies are focused on. The aim of the thesis is to find out what is the position of the listening comprehension skill in the French language teaching process at upper-secondary schools, what is the success rate of the students in the process of comprehension of the spoken language, whether multimedia can contribute to successful comprehension of the spoken language in a foreign language. The issue is viewed from the perspective of the students as well as the teachers....
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Using Multimedia for Supporting Listening Comprehension at Students of French Language
Mádlová, Michaela ; Bořek - Dohalská, Marie (advisor) ; Sládková, Miroslava (referee) ; Suquet, Petra (referee)
The dissertation thesis deals with the skill of listening comprehension and using multimedia for its support in the French language teaching process. The issue is studied within the context of Czech curricular documents. It classifies language skills from the point of view of the Common European Framework of Reference for Languages. The process of listening comprehension is described in linguo-didactics from the historical point of view and as a process of language communication. Attention is paid especially to listening comprehension in foreign language teaching. The thesis focuses also on methodical procedures when developing and reinforcing this language skill. Integration of multimedia with respect to varied learning styles and strategies is described. Styles according to the perception preferences and listening learning strategies are focused on. The aim of the thesis is to find out what is the position of the listening comprehension skill in the French language teaching process at upper-secondary schools, what is the success rate of the students in the process of comprehension of the spoken language, whether multimedia can contribute to successful comprehension of the spoken language in a foreign language. The issue is viewed from the perspective of the students as well as the teachers....
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The influence of Reuven Feuerstein ́s method on elementary school teacher didactics
Kurcová, Petra ; Lucká, Barbora (advisor) ; Sotáková, Hana (referee)
This diploma thesis deals with influence of Feuerstein's method of Instrumental Enrichment on didactics of elementary school teacher. The Instrumental Enrichment method is a very sophisticated strategy for developing individual cognitive structures. A person who helps develop cognitive structures acts as a mediator. These mediators are most often parents or teachers. So, according to Feuerstein, the teacher is not merely a knowledge builder, but he tries to develop his / her thinking and teaching potential. The aim of my work is to deepen the general knowledge of the influence of this method on teachers' didactics from the perspective of those teachers who work with it. To clarify in which areas didactics teachers perceive the impact of this method and how concrete changes are reflected. The theoretical part of the thesis introduces the author of the method, Professor Reuven Feuerstein, and the theoretical starting points from which his method is based. In addition, Feuerstein's Instrumental Enrichment Program is introduced, which is an application of mediated learning to pedagogical practice. It further defines the concept of didactics. The last part deals with available research on the influence of the method on teachers' didactics. In the empirical part, which is based on qualitative research...
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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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