|
|
Vzájemné ovlivňování angličtiny a druhého cizího jazyka a jejich vliv na jazykovou úroveň studentů na českých středních školách
Humhalová, Tereza ; Mikuláš, Martin (advisor) ; Dvořák, Bohuslav (referee)
My diploma thesis is concerned with the possible effects of linguistic transfer between a Czech grammar school students' acquired languages, namely English and French or German, on their performance in these languages. The thesis is written on the backdrop of the Czech Education System. The System of Curricular Documents and the related documents which predetermine the students' language development are introduced, and their most important implications for the development of the students' L2 and L3 are listed out. The foreign languages which this thesis is predominantly focused on, namely English, French and German, are analysed diachronically, synchronically and typologically to establish their main principles, their similarities, and differences, which may serve as the possible sources of linguistic transfer. Cognitive processes underlying the development of L2 and L3 systems in the context of the Czech Education System and relevant theories are introduced, including the variables which determine to a significant degree the development of these languages and may have implications for the possible instances of linguistic transfer. Hypotheses and research questions which arise from the theoretical research are then proposed, the answers to which I intend to provide by means of a...
|
|
|
The influence of mother tongue on learning foreign languages
Kimličková, Lenka ; Langerová, Petra (referee) ; Smutný, Milan (advisor)
Tato práce se zabívá tématem přivlastňování si cizího jazyka a vztahem mezi mateřským a cizím jazykem. Objasňuje základní pojmy, například přivlastňování si jazyk, kontrastní analýza a jazykový transfer. Zdůrazňuje význam přivlastňování si mateřského jazyka a vysvětluje teorie přivlastňování si jazyků. Poskytuje čtenáři příklady nejčastějších chyb, které se vyskytují při učení jazyků. Kromě tohohle pojednává také o nejrůznějších faktorech, mezi které patří věk nebo motivace a jejich vliv na učení jazyků.
|
|
|
Interference of Czech, German, and English with the focus on the quantity of German vowels
Mukařovský, David ; Nečasová, Pavla (advisor) ; Švermová, Dagmar (referee)
This work deals with language interference and the teaching of foreign languages and of their pronunciation. It provides a detailed description and comparison of the vowel systems of Czech, German and English. It then focuses on connecting the graphic and the phonic aspects of these three languages and looks for differences. In the research part, the author investigated how well the pupils of two third years of the Kolín Grammar School do when it comes to the German vowel quantity and its relationship with the graphic form of the language. The research took place in the phases of pretest, intervention, posttest. During the tests, the data was collected in writing - pupils wrote dictated German words and marked long vowels in preprinted words. The research was conducted first in one grade and then in the second to improve the intervention. During the intervention lesson the students were led, among other things, to derive a helpful pronunciation rule, according to which stressed vowels followed by at most one consonant should be pronounced long. In the German tests, numerous English interferences were noted, e.g. in the words Glas or Metall. To help detect English interference, the students also wrote a small test on English vowel quantity, which besides the interferences in German also revealed...
|
|
| |
|
|
Negative language transfer students for English-speaking Czech as a foreign language. Applied contrastive linguistic study on the material selected Czech and English verbs with the meaning of interpersonal communication
Daněk, Jan ; Machová, Svatava (advisor) ; Panevová, Jarmila (referee) ; Kolářová, Ivana (referee)
Práce je zaměřena na problematiku negativního jazykového transferu anglicky mluvicích studentů češtiny jako ciziho jazyka. Na materiálu deseti českých sloves s významem interpersonálni komunikace, totiž říci (si), říkat (si), říkávat (si), mluvit, hovořit, povědět, povídat (si), oznámit, informovat a konstatovat, ukazuje, jaký obraz jazykového jednáni je typický pro rodilé mluvči češtiny. V porovnáni s převzatou analýzou anglických lexémů speak, talk, say a tell stanovuje shody a rozdily obrazu jazykového jednáni v češtině a v angličtině a predikuje oblasti negativního jazykového transferu u anglicky mluvicich studentů češtiny jako ciziho jazyka. Tuto predikci následně ověřuje pomoci výzkumné sondy. Powered by TCPDF (www.tcpdf.org)
|
|
| |
|
|
The influence of mother tongue on learning foreign languages
Kimličková, Lenka ; Langerová, Petra (referee) ; Smutný, Milan (advisor)
Tato práce se zabívá tématem přivlastňování si cizího jazyka a vztahem mezi mateřským a cizím jazykem. Objasňuje základní pojmy, například přivlastňování si jazyk, kontrastní analýza a jazykový transfer. Zdůrazňuje význam přivlastňování si mateřského jazyka a vysvětluje teorie přivlastňování si jazyků. Poskytuje čtenáři příklady nejčastějších chyb, které se vyskytují při učení jazyků. Kromě tohohle pojednává také o nejrůznějších faktorech, mezi které patří věk nebo motivace a jejich vliv na učení jazyků.
|
|
|
Compensation Strategies in Learning Czech as Foreign Language: Comparasion of Spoken and Written Communiques
Hlaváčková, Eva ; Hrdlička, Milan (advisor) ; Škodová, Svatava (referee)
This thesis deals with compensation strategies in learning Czech as a foreign language and concrete realisations of these strategies in spoken and written communiques. The theoretical part is based on the current linguistic-didactic approach to learning foreign languages, which includes the communicative method and the issue of communicative competence of non-native speakers. In connection with these issues, we also deal with the area of communication strategies and present the most important theoretical concepts and classifications of communication and compensation strategies by foreign researchers. We also introduce the definition of compensation strategies in Czech for foreigners within the Common European Framework of Reference for Languages, which is presently a binding document for defining language competences at particular language levels. The theoretical part is followed by the empirical part which analyses concrete spoken and written productions of non-native speakers on the basis of theoretically established classification of compensation strategies designed for the purpose of research in this thesis. The data of the spoken communiques that was used for this analysis was collected from audio recordings and transcriptions of class content in various types of language courses. For the...
|
|
|
The duration of stressed and unstressed vowels in English speakers of Spanish
Kubánková, Eliška ; Skarnitzl, Radek (advisor) ; Šaldová, Pavlína (referee)
The thesis discusses the topic of word stress in Spanish and its acoustic correlates. The fact that studies in the last decades have shown conflicting opinions regarding the subject demonstrates the complexity of the phenomenon. Stress is not only language-specific, but also bound to context. When acquiring a second language, speakers have the tendency to transmit the phonetic and phonological system of their mother tongue to the target language. The aim of the thesis is to examine the acoustic correlate of duration in the Spanish of English speakers, considering the impact of language transfer. Twelve English speakers were recorded speaking Spanish. The duration of vowels in both stressed and unstressed syllables was measured in disyllabic, trisyllabic and quadrisyllabic words with different positions of the stressed syllable. The results indicated variation across stress schemes. Overall, a longer duration of the vowel in stressed syllable was found in disyllabic and trisyllabic oxytone words, and in quadrisyllabic paroxytone words. In trisyllabic paroxytone and proparoxytone words, the relative difference of vowel durations between stressed and unstressed syllables was less significant, likely due to the tendency of final syllable lengthening, which was recorded in all word types. No significant...
|
|
| |
guest ::
