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Auswahl der wissenschaftlichen Literatur zum Thema „Raná výuka cizího jazyka“
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Dissertationen zum Thema "Raná výuka cizího jazyka"
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Michalová, Šárka. „Vliv rané výuky anglického jazyka na rozvoj vybraných jazykových kompetencí žáků mladšího školního věku“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446225.
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The question of the asset of early foreign language learning is a frequently discussed topic. Following prevailing opinion in society, that ‚the sooner, the better ', the beginning of compulsory foreign language learning is continually shifting in lower grades at primary school. A lot of children have already started with foreign language learning in kindergarten. Researches, which support the benefits of the approach, focus on a very narrow aspect of foreign language acquisition (pronunciation) or survey these facts with a specific group of inhabitants (immigrants). As experts point out, there is no significant benefit of early instructions ascertained in the Czech Republic. However, the research focused only on adults. We do not have any further evidence of the advantages of starting to learn a foreign language early. Therefore, the author focused on comparing the level of foreign language competences of two groups of pupils after their two-year compulsory instructions of English at primary school. The aim was to compare the level of their language competence in English and the learners' potential difficulties by the learners with early learning experience and by the learners without previous experience of foreign language learning before the beginning of compulsory learning at primary school....
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Chytilová, Anna. „Program EATS jako alternativa ve výuce anglického jazyka na 1. stupni ZŠ“. Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-328849.
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This thesis is about an inovative program in teaching English language called EATS. The goal was to find out the effectivness of this program on the basis of repeated observations, didactic testing and interview. In the theoretical part the position of English language in the curricular documents is discussed. Then there is the description of the communicative approach to the language learning which is very useful in nowadays globalised society.The important role of the native speaker is emphasized because he brings the authentic element into the education process and gives pupils good language model. Also the early education in foreign languages is part of this work. Integrated language learning is described on the ilustration of CLIL and its alternative which could be called "language preparation". The aim was to show an example of a good practice which could inspire someone.
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ŘEHOUŠKOVÁ, Eva. „Výuka cizího jazyka v první třídě“. Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-112235.
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This diploma thesis deals with teaching a foreign language in Class One at primary school. The theoretical part deals with questions and polemic regarding the acquisition of a foreign language at an early age and examines the advantages and disadvantages of language learning at an early age. Compares the views of experts on this issue and describes the conditions for effective teaching of children. It focuses on the basic methodology for teaching foreign language to small children. It speaks about adequate forms of work at an early age and describes how the language skills can or cannot be developed. The practical part describes and compares the teaching of English language in Class One at a state school and an alternative school based on observation, my own teaching and discourses with teachers.
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Nelson, Sabina. „Výuka výslovnosti angličtiny jako cizího jazyka“. Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-404362.
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Pronunciation instruction in the TEFL classroom has long been a neglected area regardless of its importance for the students. The data in the literature shows that teachers are generally not ready to provide pronunciation instruction for a variety of reasons: lack of qualification and training, theoretical and practical knowledge, time and motivation. The present thesis explores the current situation of pronunciation instruction at a private language school in the Czech Republic using of classroom observations and teacher and student surveys. The results confirm the initial hypothesis that pronunciation instruction including pronunciation error correction is nearly non-existent or occurs sporadically in the classroom. Only one out of four teachers (T1) included explicit pronunciation information into his teaching. The only pronunciation error correction technique observed with the four teachers was a recast which proved to be ineffective in most cases. Even though the teachers and students are generally aware of the importance of pronunciation in foreign language acquisition, their individual beliefs and attitudes towards pronunciation learning and teaching greatly differ. Key words: pronunciation, TEFL, explicit instruction, segmental features, suprasegmental features, teacher and student cognition
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Krejčíková, Marcela. „Výuka cizího jazyka v primární škole“. Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329758.
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The dissertation deals with foreign language teaching methods at the Primary School in the Czech, English and German environment. It includes the summary of the present basic knowledge about the foreign language teaching methods generally both in the Czech, English and German environment. Subsequently there has been presented and analysed the real use of foreign language teaching methods at the Czech Primary School at present. In conclusion there has been drawn further suggestion for a possible appropriate future development of the foreign language teaching methods at the Czech Primary School based on the research too.
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Viktorová, Anna. „Výuka cizího jazyka v 1. třídě ZŠ (na příkladu anglického jazyka)“. Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-276905.
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This diploma thesis deals with foreign language teaching in the first grade of primary school. The aim of the thesis is to produce an informative material delimitating the situation of early language teaching in the educational documents, discussing the aims of early language teaching and defining the pedagogical and psychological assumptions for language learning in the first grade of primary school. It also specifies the inquiries of the specific age group towards language teaching methods and strategies that should be respected by language teachers of the firstgraders. The practical part of the thesis focuses on the practical teachers` experience regarding language teaching in the first grade and describes the current situation at the Czech primary schools. The outcome of the practical part is "A Collection of ideas and activities for the firstgraders". All the activities included in the collection take into account the specific forms and methods of teaching suitable for this age.
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Hrivnáková, Eva. „Sociokulturní kompetence a výuka francouzštiny jako cizího jazyka“. Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-277504.
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The aim of the thesis is to describe the role and importance of sociocultural competence in the process of teaching French as a foreign language at schools in the Czech Republic. This modern approach is dealing with the needs of a user of foreign language in real life. The main point of the thesis is focusing at the connection of language with culture and society in a given country and showing possible negative results caused by lack of knowledge of sociocultural competence. The project of the thesis offers inspiration and stimulation how to develop sociocultural comptence in French classes so that the activities are as interesting and enriching for the students as possible. The focus of the thesis is methodology of teaching French as a foreign language and the thesis is helpful not only for teachers of French, but for all people interested in modern approaches towards language teaching. Powered by TCPDF (www.tcpdf.org)
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Teriaki, Jana. „Výuka cizího jazyka u dětí se specifickou poruchou učení“. Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-294124.
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Diploma paper primarily targets topic of teaching a foreign language to children with LD (learning disability). It describes basic rules, methods and problems of such teaching and presents examples for practical use. Secondly, the paper is also dedicated to LD's etiology, features, difficulties of various types of LDs (reading disability, writing disability, spelling disability), diagnostics, and shows possibilities of re-education and compensation of LD. It targets English language education and describes software which helps pupils with LD to acquire English speaking and writing abilities. The paper also reflects LD pupil in relationship with school environment. It contains empiric research with hypothesis of insufficient knowledge about LD in wide public. It presents fundamental information in a form of a leaflet (attachment No.1) and a set of a CD and a leaflet (attachment No.2). Their aim is to make this LD topic more popular and to increase knowledge about LD in wide public.
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Zíková, Johana. „Kooperativní učení ve výuce cizího jazyka“. Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354596.
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This work is focused on cooperative learning in foreign language teaching. It brings knowledge about cooperative learning, about methods of didactics in foreign language and their suitability for using cooperative learning. It deals with the news that appeared in cooperative learning in a foreign language teaching. The research that is part of this work was qualitative and it was completed by quantitative research, too. The aim of the research was to understand the teachers' point of view and their opinion on cooperative learning in foreign language teaching. The outcome is finding teachers' attitude to cooperative learning in foreign language teaching and their attitude to including this kind of teaching in real teaching. Key words: cooperative learning, foreign language teaching, advantages of cooperative learning in foreign language teaching, disadvantages of cooperative learning in foreign language teaching
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Adamus, Richard. „Výuka všeobecně vzdělávacích předmětů prostřednictvím cizího jazyka jako komunikačního prostředku“. Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-354346.
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The aim of this dissertation is to investigate and characterize the innovative approach CLIL (Content and Language Integrated Learning), define the scope of the concept, establish CLIL teacher profile based on skill dimensions. The role of the teacher whether we introduce any innovative approach is crucial thus we need to define the CLIL teacher profile. To stipulate the CLIL teacher profile means to establish comprehensive implementation criteria for successful implementation of CLIL at school. The dissertation title - Teaching General Subjects through a Foreign Language as a Communication Tool - fully corresponds with the content of acronym CLIL. The theoretical part is divided into four sections. The first section discusses the assumptions and objectives of the work through the prism of three basic paradigms - philosophical, pedagogical and language. In the second section we define terms, we classify and describe the processes of pedagogical interaction and communication at school with an emphasis on CLIL. Attention is paid to the main stakeholders of these processes - teachers and pupils. In the third section we focus on the relationship between CLIL to bilingualism, to selected theories of language acquisition, curricular reforms and other selected aspects. In the fourth section, we present...
Bücher zum Thema "Raná výuka cizího jazyka"
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Gramatika a výuka češtiny jako cizího jazyka: K prezentaci gramatiky českého jazyka v učebnicích češtiny pro cizince. Praha: Univerzita Karlova v Praze, Nakladatelství Karolinum, 2009.
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