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Time Prepositions in Writings of Czech Deaf
Patočková, Linda ; Cícha Hronová, Anna (advisor) ; Richterová, Klára (referee)
The thesis deals with the written Czech language of the Czech Deaf, specifically with time prepositions in written Czech language of the Czech Deaf. The theoretical part of the thesis deals with feature and classification of Czech prepositions, especially time prepositions, based on Czech linguistic studies, and deals with attributes of written Czech language of the Czech Deaf related to use of prepositions. The practical part of the thesis includes research focused on usage of time prepositions in writings of the Czech Deaf and includes the analysis of qualities in the usage of prepositional phrases by the deaf students of secondary school for the hearing-impaired in Hradec Králové and analysis of written texts of Czech deaf students of secondary schools for the hearing-impaired. The thesis is based on Czech and foreign studies related to relevant topics and it should be a contribution to teachers who work in Czech shools for hearing-impared.
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Time Prepositions in Writings of Czech Deaf
Patočková, Linda ; Cícha Hronová, Anna (advisor) ; Richterová, Klára (referee)
The thesis deals with the written Czech language of the Czech Deaf, specifically with time prepositions in written Czech language of the Czech Deaf. The theoretical part of the thesis deals with feature and classification of Czech prepositions, especially time prepositions, based on Czech linguistic studies, and deals with attributes of written Czech language of the Czech Deaf related to use of prepositions. The practical part of the thesis includes research focused on usage of time prepositions in writings of the Czech Deaf and includes the analysis of qualities in the usage of prepositional phrases by the deaf students of secondary school for the hearing-impaired in Hradec Králové and analysis of written texts of Czech deaf students of secondary schools for the hearing-impaired. The thesis is based on Czech and foreign studies related to relevant topics and it should be a contribution to teachers who work in Czech shools for hearing-impared.
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Time Prepositions in Writings of Czech Deaf
Patočková, Linda ; Cícha Hronová, Anna (advisor) ; Richterová, Klára (referee)
The thesis deals with the written Czech language of the Czech Deaf, specifically with time prepositions. The theoretical part of the thesis summarizes knowledge about the written Czech language of the Czech Deaf, the ways of expressing tense in Czech language and in Czech sign language and gives the description of Czech prepositions, especially Czech time prepositions. The second part of the thesis is practical and includes the research focused on using time prepositions in writings of the Czech Deaf. The research includes the analysis of written texts and also testing of qualities in the usage of prepositional phrases by pupils and students of schools for the hearing-impaired. The thesis is based on Czech and foreign studies related to relevant topics.
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Developing Reading Skills of Deaf Pupils in Accordance with the Reference Level A2
Staňková, Vladimíra ; Cícha Hronová, Anna (advisor) ; Pacovská, Jasňa (referee)
This thesis comments on the development of reading skills of deaf students at the language level A2 of the Common European Framework of Reference. In line with the view that deaf pupils should be educated bilingually, it draws primarily from foreign textbooks aimed at developing reading skills in foreign language teaching. It provides detailed instructions on how to develop the reading skills when working with a text, what exercises should be used and how the teacher should use them with students. The characteristics of each approach draws attention to possible errors which should be avoided in teaching reading skills. Taking into consideration the knowledge necessary for a pupil to be able to fulfill a reading comprehension task at A2 level and the correct teaching methods, this work provides a set of practice-oriented texts and proposed following activities. The texts are divided into three thematic areas and within each of them, the exercises are structured into several parts according to the different stages of work with a text. Exercises are also supplemented with methodological recommendations and instructions for use suggesting various modifications, pointing to the problematic situations and others.
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