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Providing language support to children with a different mother tongue in preschool age
Poláková, Tereza ; Loudová Stralczynská, Barbora (advisor) ; Uhlířová, Jana (referee)
The thesis is devoted to the problem of providing language support to children with a different mother tongue in preschool age. The theoretical part discusses the child with a different mother tongue, the framework conditions for providing language support to children with a different mother tongue at preschool age in the Czech Republic, methodical and educational materials suitable language support for children with a different mother tongue in preschool age and the method Kikus. Empirical part is prepared on the basis of action research conducted under the support of a language course by Kikus methods for children with a different mother tongue in preschool age. The artist in the empirical part of the main objective, secondary objectives and the main research question of action research, as well as the methodology of this research. Characterizes children's group, which conducted action research and its transformation. Presents selected case reports of children with a different mother tongue preschoolers attending a language course. The conclusion considers the specifics of the application method Kikus in support of the Czech language as a second language in children with a different mother tongue in preschool age and summarizes the course of action research. The finding is that Kikus method can...
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Effects of the Teaching Czech as a Second Language
Neubergová, Daniela ; Šebesta, Karel (advisor) ; Saicová Římalová, Lucie (referee)
Name of the thesis is "Effects of the Teaching Czech as a Second Language" and in its first part presents theoretical introduction to the field of study, empirical researches of student's productive skills (Czech as a foreign language) follow (speaking, writing). First part is focused on theoretical knowledges of second language acquisition, options and approaches to exploration of language's errors and approach and viewing of errors and mistakes in general, especially in foreign researches and literature. Bigger attention is paid to selected analyzes, those are basic instruments for making of practical part of the thesis. It is especially error analysis (EA) and analysis of fluency and accuracy. Because the thesis's topic is concerned to effects of teaching and affecting factors, there are defined terms of pedagogy and psychology in theoretical part. In practical part there is presented empirical execution of mentioned analyzes, its comparison, evaluation and making conclusions in relation to appointed variables, or rather determinants, which enter the education process. Beside these instruments the research uses questionnaires and evaluation sheets for (self)reflection of student and lecturer. The aim of the thesis firstly is mapping of student's interlanguage progress thanks to case study, and...
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English as a Lingua Franca in the Context of the Czech Educational System
Kadlecová, Hana ; Matuchová, Klára (advisor) ; Červinková Poesová, Kristýna (referee)
Despite the predominance of English used by non-native speakers in international communication, the approach to teaching this language is still centred on the notion of acquiring English for the purpose of communication with native speakers. This thesis argues for acknowledgement of English as a lingua franca in the approach to teaching English. It also stresses the necessity of further investigations into the global use of English to better understand this phenomenon. A questionnaire was conducted with ten English teachers to see their opinions about some of the key issues of English as a lingua franca (for instance the concept of nativeness, the role of a teacher and the understanding of an error). As a result, it was found that despite some slow changes in individual opinions, the traditional view on teaching English is still prevalent. Both the theoretical research and the analysis of the questionnaire stress the need of implementing the concept of English as a lingua franca into teaching English as it is necessary to prepare students for the reality of global use of this language. Key words: English as a lingua franca, second language acquisition, nativeness, error, variation
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Utilization of general rhythm metrics for differentiation of Slovak English from Slovak and English
Kaprál, Jakub ; Volín, Jan (advisor) ; Klégr, Aleš (referee)
The purpose of the present thesis is to analyze Slovak English from the perspective of speech rhythm in relation to its native (Slovak) and target (English) language. The first part contains theoretical background for the study of language rhythm, history of its research, and describes rhythmically relevant features of English and Slovak phonetic systems. It is concluded by summary of rhythmical differences between the two languages and hypotheses are proposed. The experimental part uses rhythm metrics for determination of phonetic properties of rhythm in Slovak English. It is based on recordings of one English and two Slovak representative radio reporters along with six recordings of Slovak students of English studies. The rhythm metrcis results for Slovak English closely approximate the results for native English but due to inconsistency of the results the question of aplicability of rhythm metrics to L1, let alone L2, remains open. Keywords: Slovak English, speech rhythm, rhythm metrics, prosody, second language acquisition
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Czech for Foreigners in the Preschool Education Institutions
Hušáková, Barbora ; Šebesta, Karel (advisor) ; Saicová Římalová, Lucie (referee)
v anglickém jazyce The present M.A. thesis deals with teaching the Czech for foreigners in the preschool education institution. The work with the preschool children is connected with lots of specifics and thus it requires teacherʼs special attitude towards their very young learners. Children- foreigners often come from families, where nobody speaks Czech and their vocabulary is very restricted. Therefore, their inclusion into the Czech educational environment is not easy. In the theoretical part, at first we will focus on analysis of curriculum documents for preschool education, particularly with regard to children-foreigners. Afterwards, we will pay oneʼs attention to possibilities of support of integration of children-foreigners during education in Czech preschool institutions. After that, we will outline the aspects accompanying foreigners' integration into teaching and theoretical ways for child-foreigners integration process. At the end of the theoretical part, we characterize group and individual courses. Two case studies are subject of the empirical part and they contain the complex analysis of situation of children-foreigners in selected preschool institutions.
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The Notion of "Scened Communication" in a Process of Second Language Acquisition
Černotová, Martina ; Řehořová, Irena (advisor) ; Marcelli, Miroslav (referee)
The Notion of "Scened Communication" in a Process of Second Language Acquisition The master thesis compares communication, which is based on an unwriten script, with communication, which is authentic and results from natural communication situation. The goal of this thesis is to define the concept of scened communication and describe differences between these two kinds of communication. Methodological base for this work is comparison of scened communication with authentic communication, using conversation analysis of interviews from places connected to the programme Icelandic Village and outside of Icelandic Village, in authentic situations. Then it's describing the factors which are changing the communication into scened. Theoretically is this work based on studies about second language acquisition (Theodórsdóttir, Wagner). As sources of methodology it uses literature about discourse analysis (Fairclough, Kraus, Schneiderová) and then specifically about conversation analysis (Ten Have, Sidnell, Jefferson). Key words: authentic communication, conversation analysis, discourse analysis, Icelandic language, scened communication, second language acquisition, transcription.
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The voicing contrast in Vietnamese English
Tranová, Lenka ; Skarnitzl, Radek (advisor) ; Tichý, Ondřej (referee)
This thesis deals with the voicing contrast in Vietnamese accented English. The theoretical part introduces the generally accepted phenomena of voicing contrast, and several theories aiming at generalizing the main tendencies in acquiring a second language. The final part of the theoretical background is devoted to Vietnamese and Vietnamese English where we addressed the initial consonants. The methodological section provides information about the informants, recording, and data processing prior to the analysis itself. Furthermore, graphs and tables illustrate the statistical calculations using ANOVA and Tukey's post-hoc tests that identify the aggregate and concrete relations among the measured units. The results of the analysis show that Vietnamese-accented English maintains comparable voicing contrast in its initial stressed plosives as a native English accent does. The average Voice Onset Times values of the lenis stops without prevoicing shows to be slightly higher, while the average values of voiced initial stops prove to be similar or close to similar those produced by American English (AmE) speakers, which we assign to the fact that pre-voicing in Vietnamese exhibits strikingly similar values. The values for fortis initial plosives showed to be higher due to such quality typical for Vietnamese...
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The influence of grammatical profiles of Czech nouns on their acquisition by non-native speakers
Vokáčová, Martina ; Lehečková, Eva (advisor) ; Nagy, Marek (referee)
The present thesis examines the influence of Czech nouns frequency features on their acquisition by non-native speakers. The first theoretical part summarizes the ongoing discussion regarding the importance of frequency for the entrenchment of grammatical categories in one's mind as outlined by cognitive and psycho-linguists abroad. The second introduces the research methodology, collection method and annotation of 20 lemmas obtained from non-native Czech speaker corpus CzeSL-SGT. Subsequently, an analysis of selected nouns is carried out with regard to their grammatical profiles (comprising two or three most frequent case forms as found in SYN2015). Based on its results, the production of non-native speakers shows a tendency to follow grammatical profiles as demonstrated by high correspondence of frequency features of nouns on the one hand and by low error rate in morphology of most frequent forms on the other. Additionally, cases where lower rate does not correspond to the above mentioned model can be explained using type frequency, i.e. the productivity of particular declension models having simultaneously more far-reaching effect, and higher relevance of nominative as the default form for non-native speakers.
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Providing language support to children with a different mother tongue in preschool age
Poláková, Tereza ; Loudová Stralczynská, Barbora (advisor) ; Uhlířová, Jana (referee)
The thesis is devoted to the problem of providing language support to children with a different mother tongue in preschool age. The theoretical part discusses the child with a different mother tongue, the framework conditions for providing language support to children with a different mother tongue at preschool age in the Czech Republic, methodical and educational materials suitable language support for children with a different mother tongue in preschool age and the method Kikus. Empirical part is prepared on the basis of action research conducted under the support of a language course by Kikus methods for children with a different mother tongue in preschool age. The artist in the empirical part of the main objective, secondary objectives and the main research question of action research, as well as the methodology of this research. Characterizes children's group, which conducted action research and its transformation. Presents selected case reports of children with a different mother tongue preschoolers attending a language course. The conclusion considers the specifics of the application method Kikus in support of the Czech language as a second language in children with a different mother tongue in preschool age and summarizes the course of action research. The finding is that Kikus method can...
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