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Speaking as a critical issue in teaching of English in the lower secondary school curriculum
SCHŮTOVÁ, Eva
This diploma thesis examines speaking skills, which have been identified as a critical issue in teaching English in the lower secondary school curriculum by teachers within the faculty project IPUP KA7 - The Innovation of teacher training. The key activity of the project was action research, which forms the basis of this thesis. The research focused on finding reasons why speaking skills represent a critical issue in the curriculum. At the same time, the aim is to offer possible solutions which can be applied by teachers through teaching techniques to help pupils develop speaking skills in English lessons. The thesis comprises of a theoretical and a practical part. The theoretical part identifies the critical issues, examines the topic of speaking skills in great detail and describes which speaking skills should be mastered by pupils at the lower secondary school. The empirical part describes the methodology of the research and examines the data from the action research as well as theoretical assumptions from studies pertaining to this field of study. The thesis presents recommendations for teaching speaking skills that can be implemented in the classroom.
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The Present Perfect Tense as a Critical Issue in Teaching of English in the Lower Secondary School Curriculum
ALTMAN, Nela
This diploma thesis examines the Present Perfect tense as a critical issue in the curriculum at the lower secondary schools. The Present Perfect tense in English was identified by teachers as a critical issue in the IPUP KA7 project - Inovace přípravy učitelů pro praxi. This faculty project investigated critical issues in the curriculum and included action research that provided the basis for this thesis. In the theoretical section, the thesis first defines critical issues in general and then analyses our chosen specific critical issue (the Present Perfect tense) from a linguistic and methodological point of view. In the empirical section, it discusses the research methodology and sets out the stages of the research, which it then implements. The empirical section includes an examination of the findings of scholars in the field of teaching the Present Perfect tense in comparison with teachers' practical classroom experience and also includes resulting recommendations for practice. These recommendations are applied to a model lesson to suggest solutions on how to overcome this critical issue.
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Teaching mediation in the foreign language classroom
Komendová, Gabriela ; Klinka, Tomáš (advisor) ; Suková Vychopňová, Kateřina (referee)
The paper Teaching mediation in the foreign language classroom concerns itself with mediation as one of the communicative activities or modes of communication defined by the Common European Frame of Reference for Languages' Companion Volume and the possibilities of teaching mediation as part of teaching foreign languages, French in particular. Its principal aims are to familiarise language teachers and other language education professionals with the essentials of mediation and to provide teachers with a mediation task creating manual including mediation- oriented lesson plans for French language teaching. The theoretical part of the paper deals with how mediation is represented in the Common European Frame of Reference for Languages and in the Companion Volume, as well as with mediation tasks, their characteristics, types, and the parameters that need to be considered when planning mediation teaching. The practical part consists of two stages. The first is an analysis of mediation tasks published in various contemporary French language textbooks based on criteria established in the theoretical part of the paper. The other describes mediation-oriented French lessons taught on the basis of lesson plans designed as part of the present thesis to four groups of secondary school students with varying...
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Important personalities of the didactics of French as a foreign language since 1950
Stammová, Markéta ; Klinka, Tomáš (advisor) ; Bořek - Dohalská, Marie (referee)
This work presents the chronological development of foreign languages teaching methods, with a focus on French especially. With these methods, we provide an overview of the learning materials development. The aim of this work is to introduce the didacticians of French language from the 1950s who worked on teaching methodologies. The first part briefly presents the French language extension history and, then, the traditional, direct and audio-lingual teaching language methods details that we encounter before the 1950s. The second part deals with the second half of the last century. On the background of the audiovisual structurally global approach, we encounter the main persons linked to this method. Consequently, we continue with the communication approach and the Speech acts of J. L. Austin and J. Searl, followed by Daniel Coste and his"Niveau Seuil". The last part deals with the Common European Framework of Reference, followed by 21st century most representative didacticians. Keywords Didactics, French language, teaching methods, CEFR, history of teaching methods
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Motivation to learn foreign languages and the plurilingual repertoire
VOLFOVÁ, Michaela
The bachelor thesis deals with the theme of motivation to learn foreign languages and plurilingual repertoire. The first chapters are focused on basic concepts related to motivation, types of motivation and division of motives. The specifics of motivation in the field of learning foreign languages are also pointed out. The second level of the theoretical part is the plurilingual repertoire. This part is principally devoted to the language politics of the Council of Europe and the Common European Framework for Languages. The empirical part of the bachelor thesis stands on the basis of a survey. The research was focused on students of various specializations of bachelor study at the Faculty of Education of the University of South Bohemia in České Budějovice. The aim of the research was to find out what motivates students to learn foreign languages and which language level they reach in the given foreign languages, in each language skill separately.
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The Cross-Cutting Theme of Media Education in English Language Classes at Grammar Schools.
SMRŽOVÁ, Magdaléna
The diploma thesis focuses on integration of the Cross-Cutting Theme of Media Education in the English language teaching at grammar schools. The theoretical part defines the concept of media, incorporates Media Education in the Czech educational environment and presents its thematic areas. Further on, the thesis deals with educational fields of the Framework Education Programme and the common reference levels B1 and B2 according to The Common European Framework of Reference for Languages. The thesis also focuses on the methodical approach of the teaching of Media Education, then on the educational sources and the system of the approval clauses for English language textbooks of the Ministery of Education. The practical part deals with analysis of the English language textbooks for secondary general education and their activities that focus on Media Education. Then the practical part presents the corpus of suggested activities created on the basis of recommended expected outcomes of Media Education and their integration in the English language teaching at grammar schools.
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Typology of mistakes made by Russian-speaking foreign students in written communication
Nudga, Natalia ; Stárková, Zuzana (advisor) ; Vučka, Tomáš (referee)
The bachelor thesis deals with the typology of interference errors of students, whose native language is Russian, and analyses the texts of respondents who have achieved B1and B2 level according to the CEFR which are available online in MERLIN corpus. After a brief introduction to the issue of interlingual interference and an overview of the selected differences between Czech and Russian, which are the source of interference errors, the results of the error analysis are presented. Errors are divided into categories and classified by the frequency of occurrence, and statistical data are compared between B1 and B2 level respectively.
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Important personalities of the didactics of French as a foreign language since 1950
Stammová, Markéta ; Klinka, Tomáš (advisor) ; Bořek - Dohalská, Marie (referee)
This work presents the chronological development of foreign languages teaching methods, with a focus on French especially. With these methods, we provide an overview of the learning materials development. The aim of this work is to introduce the didacticians of French language from the 1950s who worked on teaching methodologies. The first part briefly presents the French language extension history and, then, the traditional, direct and audio-lingual teaching language methods details that we encounter before the 1950s. The second part deals with the second half of the last century. On the background of the audiovisual structurally global approach, we encounter the main persons linked to this method. Consequently, we continue with the communication approach and the Speech acts of J. L. Austin and J. Searl, followed by Daniel Coste and his"Niveau Seuil". The last part deals with the Common European Framework of Reference, followed by 21st century most representative didacticians. Keywords Didactics, French language, teaching methods, CEFR, history of teaching methods
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Theoretical Aspects of the Czech Textbook for Ukrainian Speakers - Level A1 CEFR
Macurová, Jana ; Gladkova, Hana (advisor) ; Palamarchuk, Olga (referee) ; Hasil, Jiří (referee)
The recent political and economic changes in Ukraine aroused interest in studying foreign languages. Though Czech is a language with a relatively small number of speakers, it has a substantial audience of learners in Ukraine. Among the reasons, one can surely mention close cultural and political relations between both countries and traditionally attractive image of the Czech republic as a target country for the Ukrainian migrants. The doctoral thesis meets the learning needs of a target group, which is currently being short of relevant learning materials of Czech. Beforehand it concerns adult learners studying Czech as a foreign language for strictly practical reasons (not as a subject of a high school curriculum), with a great deal of autonomy in their studying. The profile of the target group specifies the main parameters of the language textbook outlined in the doctoral thesis. Beside the general and particular theory of designing language textbooks, the following problems are also discussed: studying of close relative languages, differences between studying a foreign language and the second language, a foreign language on the early stages of learning/aquisition, self-study of foreign language and so on. The practical part of the doctoral thesis presents a digest of methodical approaches applied...
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Developing socio-cultural competence of students and selected textbooks of Czech for foreigners
Skoumalová, Jana ; Šebesta, Karel (advisor) ; Filippová, Eva (referee)
The presented thesis focuses on the analysis of selected Czech for foreigners textbooks in terms of socio-cultural competence. In the first three chapters the term of socio-cultural competence is explained and its definition in the Common European Framework of Reference and in the descriptions of reference levels A1, A2, B1 and B2 for Czech is examined. Chapter four deals with a chosen research method - criteria catalogue. In chapter five selected textbooks (Česky, prosím I, Čeština pro cizince: Úroveň B1, Čeština pro cizince: Úroveň B2, Čeština pro středně a více pokročilé, Čeština pro život, Čeština pro život 2, Mluvme česky) are analyzed separately and in chapter six individual results of previous examinations are compared with regard to how the publications contribute to the development of socio-cultural competence of students. 1
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