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The fiction reading habits and experiences of Czech Language and Literature students: a focus group study
Výborná, Adéla ; Kuzmičová, Anežka (advisor) ; Bílek, Petr (referee)
The thesis deals with the question of how the study of the Czech language and literature affects the reading of fiction, while assuming that the expert readers have a different approach to reading than the non-expert population. The work concentrated on empirical research using the focus group method, which was carried out at four universities in the Czech Republic (6 groups, 30 participants). The method allowed to explore the collective nature of the phenomenon while generating data going deep into the topic. The aim of the work was to find out how the students of the Czech language and literature approach the reading of fiction as an experience, whether and how this approach has changed in the course of study, and how it varies depending on the study of differently designed study programs. On the one hand the findings of the work are theoretical in nature, but they are mainly directed at practice. The thesis can serve as a guide to enhancing academic competences of students while promoting their positive attitude to reading fiction as an activity that, by its very nature, should bring pleasure.
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Language and Style of Prosaic Works Written by Petra Dvořáková
Hlavatá, Lenka ; Mareš, Petr (advisor) ; Kuzmičová, Anežka (referee)
Diploma thesis entitled Language and Style of Petra Dvořáková's prose deals mainly with the use of substandard linguistic devices and their function in Petra Dvořáková's prose. The thesis is divided into two parts - theoretical and practical. The theoretical part introduces the author, her work and gives an outline of her position in contemporary Czech literary production. In the following chapters, the stratification and differentiation of the Czech language is discussed with an emphasis on the overview of non- literary linguistic devices. In the following, practical part, the thesis deals with the analysis of four prose works by Petra Dvořáková: Dědina (2018), Chirurg (2019), Vrány (2020) and Zahrada (2022). The analysis will be carried out according to the spelling/graphic, morphological, syntactic and lexical levels of their connection to the components of the text and their function. The thesis will conclude with an attempt to summarize all the information and to draw from it the findings that are characteristic of the author's style.
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Out-of-school media experience as a resource for L2 learning in primary school age
Šimerková, Anna ; Kuzmičová, Anežka (advisor) ; Chládková, Kateřina (referee)
Based on a case study the bachelor's thesis examines how the extramural media experience (computer games, YouTube etc.) enters the acquisition of L2 of a primary school age child and how the child himself and the adults around him perceive this process. Combining the method of semi structured interview with the child and one of his parents and a media diary of both participants the bachelor's thesis determines how much time the child spends in contact witch L2, what medium enables this contact and how it reflects in everyday discourse. The participatory data collection took one week. The purpose of this thesis is primarily to point out the issue and the necessity of its further examination. Key words: media experience, autonomous learning, extramural English, L2, case study
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A participatory study of reading motivation in the third year of primary school
Vincencová, Kateřina ; Kuzmičová, Anežka (advisor) ; Šormová, Kateřina (referee)
Participativní výzkum motivace ke čtení u žáků třetího ročníku základní školy Bakalářská práce Kateřina Vincencová Abstract (in English): The bachelor's thesis focused on the question of what pupils of the third year of elementary school like to read most and what motivates them to read. The basis of the empirical part of the work was participatory qualitative research in the form of short interviews with children (N = 28). In the research, children were used as both respondents and researchers, loosely according to the methodology of McGeown et al. (2020). The selected child researchers had the power to select three additional questions from a pre-prepared set to the main interview question. The aim of the thesis was to penetrate more deeply into the issue of reading choice, interest in reading and perception of its contribution by eight- and nine-year-old pupils. The work can contribute to the pedagogical practice of future and current primary school teachers, and at the same time serves as a methodological probe into the possibilities of participatory research at the lower first level of primary schools in the Czech environment.
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Reading Literacy of children in children's homes
Kotalová, Anna ; Šormová, Kateřina (advisor) ; Kuzmičová, Anežka (referee)
Čtenářská gramotnost dětí žijících v dětských domovech Diplomová práce Kotalová Anna Abstract (in English): This thesis aims to find out how literacy range differs in development in children living in children's homes and how these children understand written text. In the theoretical part, the focus is paid to literacy, especially reading literacy and its definitions, development and factors that influence it. Among the most important factors in the development of reading literacy is the family and family background. To further exemplify this, the thesis examines the background of children who do not have a stable family background. Attention is paid to international research mainly PIRLS survey, which forms the basis for the practical part of this thesis. The practical part firstly describes in detail the research methods that were used and secondly discuss the result findings from semi-structured interviews and literacy tests with children. Examined data leads to the conclusion that the participants from both children's homes could comprehend and navigate both literary and non-literary texts. Both subjects are also able to find the required information. This study showed that the children's results were similar to scores represented by the PIRLS International Survey. Additionally, children have more...
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Analysis of written narrations of students in secondary vocational schools
Kapounová, Jana ; Homolková, Kamila (advisor) ; Kuzmičová, Anežka (referee)
The thesis is devoted to the analysis of written narratives of secondary vocational school students. In the introduction, it presents the characteristics of communication and essay education in secondary schools with regard to the current curricula for secondary vocational schools. It then discusses the definition of the narrative style process and the narrative style form in the stylistics of the Czech language and in textbooks for secondary schools. Due to the choice of the examined style form, the theoretical part includes selected findings from narratology. The research section is based on the collected written works of students of the first year of three secondary vocational schools. The aim of the thesis is to analyse and describe how pupils portray the presentation of a story in their written narratives. The phenomenon in question is studied with reference to three basic categories that can be used to describe story delivery - time, narrator and forms of speech delivery. The thesis concludes by summarizing the findings obtained from the analysis of the students' works and formulating conclusions that provide suggestions for school teaching.
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Thought representation in Year 3 reading anthologies through the perspective of gender - a corpus analysis
Hejnišová, Kateřina ; Kuzmičová, Anežka (advisor) ; Andrlová Fidlerová, Alena (referee)
(in English): The diploma thesis focuses on the linguistic representation of the thinking of the characters of prose texts in contemporary reading books for the 3rd year of elementary school and on its variation in relation to the character's gender. Based on the created corpus, the author analyzed the verb forms of selected thinking verbs using both quantitative and qualitative methods. The goal of the work was to test several methods for analyzing literary texts, but also to compare individual reading books in the context of the international discussion about the cognitive aspects of children's literature and gender stereotyping in literature, whose formative impact on readers is documented by psychological studies. The work was created within the project PRIMUS/20/HUM/005 Integrating Text & Literacy Research (2020-2022).
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Focus on students' critical thinking in secondary-school textbooks of Czech
Šátavová, Tereza ; Homolková, Kamila (advisor) ; Kuzmičová, Anežka (referee)
This diploma thesis focuses on the way selected Czech language high school textbooks series (Český jazyk pro střední školy - Mluvnice, Komunikace a sloh, Cvičebnice; Český jazyk pro střední školy 1-4; Nová cvičení z českého jazyka v kostce) operate with students critical thinking. Its aim is to analyse how selected materials support the development of critical thinking of high school students (e.g., in the amount of higher order thinking tasks, in the number of open-ended tasks or in the use of specific RWCT methods). The main method applied is an analysis of tasks based on Bloom's taxonomy, open-ended and closed-ended tasks, and evaluation of employed critical thinking methods. Klíčová slova (anglicky): Critical thinking, Reading and Writing for Critical Thinking, textbooks, higher order thinking, Bloom's taxonomy, education
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Towards an Eco-inspired poetics of minimalist narrative
Kuzmičová, Anežka ; Bílek, Petr (advisor) ; Pokorný, Martin (referee)
What is a minimalist narrative, and what are its characteristic features? How do you identify one? For many critics, minimalist writing is a strictly historical notion - even though they at the same time, like John Barth does in his famous apologetics "A Few Words About Minimalism", paradoxically enough stress its ubiquitous nature throughout literature of all times. By narrative minimalism the American critic generally means the austere style of the novels and short stories of Raymond Carver, Amy Hempel, Mary Robison, Joan Didion, Ann Beattie. An American literary current of the 1970s mainly, devoted merely to the quotidian, descriptive, often reduced to what can be perceived from the outside of a human character. Thereby: the "dirty realism" or "K-mart realism". These derogatory labels tell us that the literary reviewer and critic of today still formulates his terms and judgments out of a hierarchically ordered, traditional presupposition of what a narrative text is and should be, working with a virtual model of balance between "form" and "content". Translated into the language of classical narratology: story discourse.
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Pre-reading period and development of early reading abilities in family environment
Matulová, Kristýna ; Saicová Římalová, Lucie (advisor) ; Kuzmičová, Anežka (referee)
The submitted diploma degree thesis deals with the development of pre-reading literacy in family environment. The aim of this thesis is to find out which ideas about developing early reading skills parents have and how they build pre-reading skills in their children. The thesis is also focused on parent-child communication and child's vocabulary. The theoretical part defines basic terms relevant to the topic of reading and literacy. It offers characteristics of a pre-school child and his development in areas which are related to pre-reading literacy. The particularization of the term of pre-reading literacy and activities supporting literacy skills are presented as well.It defines the concept of family communication and child-directed speech. The final chapter of the theoretical part describes previous research that has been conducted in this field in the past. The theoretical part of the thesis is based on the study of research literature and crucial research. The practical part is devoted to an empirical study. It consists of five case studies which are focused on the analysis of video recordings connected to the development of pre-reading literacy in family environment. The video recordings were anonymized and, with slight deviations, transcribed according to the CHAT system, which is a part of...
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