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1
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...
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Hrůzová, Veronika. „Projektová výuka v současném pojetí vyučování němčiny jako cizího jazyka“. Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411795.
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This diploma thesis deals with trends in German language teaching, focusing on project-based learning. The theoretical part deals with the description of German language in the Framework Educational Programme for Basic Education and with theoretical background of project-based learning. The thesis then focuses on four main parts of a project: planning, realisation, presentation and evaluation. The main aim of the practical part is to prepare a draft of a project for a German language class, which is to be put into practice at elementary school. Based on two surveys filled in by the participants of the project, the practical part compares the opinions of pupils on the project-based learning compared to the traditional way of teaching. It also focuses on the motivational aspect which should be brought about by projects. Keywords Project, Project-based Learning, Teaching Method, German Language Teaching, Cooperation of the Pupils, Elementary School
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Masopustová, Lucie. „Role metajazyka ve výuce angličtiny jako cizího jazyka“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343127.
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(in English) The thesis deals with the topic of the role of metalanguage and metalinguistic terminology in English Language Teaching at Czech grammar schools. The concepts of metalanguage and metalinguistic terminology are viewed as one of the potential educational tools in the field of learning and teaching English grammar. The theoretical part of the thesis focuses, among other things, on benefits and limitations of the use of metalanguage, and on the suitability of conditions for the use of metalanguage, i.e. on the variables which may affect the educational process are discussed in this part as well. Moreover, an overview of the approaches to teaching grammar in relation to the use of metalanguage and metalinguistic terminology is provided in this chapter together with the summary of findings obtained from the studies concerned with learners or teachers knowledge of metalinguistic terminology. The empirical part is based on the questionnaire survey among Czech grammar school students and teachers. The main areas examined in the research are: learners' and teachers' attitudes to and beliefs about learning and teaching English and English grammar, learners' and teachers' attitudes to metalinguistic terminology as well as learners' knowledge of the terminology and teachers' awareness of the...
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Zasina, Adrian Jan. „Korpusový přístup ve výuce češtiny jako cizího jazyka“. Doctoral thesis, 2019. http://www.nusl.cz/ntk/nusl-409192.
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Title: Corpus approach to teaching Czech as a foreign language Author: Mgr. Bc. Adrian Jan Zasina Department: Institute of the Czech National Corpus Supervisor: Mgr. Lucie Lukešová, Ph.D. Abstract: Recently, we have experienced a rapid development in information technologies which is closely linked with the development of language corpora. Language corpora provide an indispensable amount of authentic data and information about how the real language works, therefore it is no wonder they deserve our attention in language teaching as well. We have seen a growing interest in the use of corpus resources in teaching Czech as a foreign language, however, the methodological issues dealing with specific applications have so far been rather neglected. Therefore, the present dissertation aims to systematically map the possibilities of incorporating corpora into current language teaching while considering the specific language needs of foreigners based on their typical errors. The emphasis is not only on a coherent methodological framework, but also on a practical demonstration of the work with corpus data, which is intended not only for corpus specialists but especially for teachers and their students. The basis of the work lies in an extensive analysis mapping the most problematic phenomena in teaching Czech...
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Střídová, Nela. „Volné psaní ve výuce němčiny jako cizího jazyka“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-350701.
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Key words: didactics - German as a foreign language - communicative competence - free writing Abstract: The aim of the presented master's thesis is to point out the role of free writing in German as a foreign language. The thesis is divided into two parts: theoretical and practical. The theoretical part summarizes elemental knowledge of writing skills, its classification and evaluation. Special attention is given to the concept of free writing. The practical part compares theoretical knowledge with realized research. The research analyses the attitude of the target group to free writing and its correction.
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Ramasheuskaya, Katsiaryna. „Vybrané výslovnostní problémy při studiu češtiny jako cizího jazyka: výuka na pozadí ruštiny“. Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-281227.
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This diploma thesis describes the most frequent difficulties which Russian speaking students face while acquiring phonetic features of Czech. It also focuses on discovering the causes leading to fixation of foreign accent. We are trying to organize, on the basis of theoretical comparison of phonological systems of Czech and Russian, phonetic mistakes which Russian speaking students make. Subsequently it analyses phonetic features described in Czech for foreigners textbooks. It emphasises systematic identification of mistakes appearing in the speech of students studying Czech coming from Russian speaking environment, perceived by: (1) students themselves, (2) their teachers and (3) native speakers. This analysis contributes to better understanding of, how students master closely related foreign language, what difficulties they encounder in education and how the students can cope with those problems.
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Coufalová, Petra. „Výuka francouzštiny jako cizího jazyka bez učebnice. Role fenoménu hry ve výuce FLE“. Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-313087.
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The aim of the thesis is to present the phenomena of game that is an inspiration for many methods of teaching French, as well as to point out the idea of all the other options how to teach children independently of a schoolbook. The objective is not to downgrade the schoolbook, which definitely belongs to the traditional teaching, but to emphasise the role of the game that is not less important. The work defines the areas (drama, music and diverse types of games) which are closely related to the game. Furthermore, in teaching French it focuses on dramatic education being postulated as an ideal mean to the whole child's personality activation, and on the development of the ability to react autonomously in a foreign language. The work covers the analysis of two schoolbooks and deals with the question whether game activities or dramatic education elements are included. In conclusion there is a description of the project realised in school year 2010-2011 which is aimed to teaching without schoolbook.
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Hubáčková, Šárka. „Využití moderních komunikačních technologií ve výuce cizího jazyka“. Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-328716.
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1 Abstract The thesis attempts to track changes that occur in foreign language teaching due to the onset of new technologies and the related use of new methods and forms of teaching. The author deals with the possibilities of using ICT in teaching German language, development of language skills and listening comprehension, based on many years of experience in designing educational online courses, and their application in the teaching of the German language. The theoretical part of the thesis is devoted to the theoretical foundations of eLearning and description of on-line courses, the empirical part is devoted to the study of the effectiveness of these courses. The aim of this research was to determine how the use of ICT is reflected in the students' results and whether the teaching with the ICT support is more, or at least as effective as face-to- face teaching. The first online German language courses at the Faculty of Informatics and Management, University of Hradec Králové already started in 2002. These online courses have been from the beginning primarily meant as supplementary courses, which should serve to streamline the study and home preparation for lessons and to simplify and improve the preparation of students for credits and exam. Gradually there were developed courses for combined studies and...
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Kočová, Kateřina. „Alternativní metody ve výuce češtiny jako cizího jazyka“. Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-267891.
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1 Abstract This diploma introduces three alternative methods taught in the study of foreign languages - a method of suggestopedy, Nepustil's method and the Act and Speak method. The purpose of this work is to approach the methods from a historical and methodological perspective. The main focus is aimed at inspections of alternative schools, supplied with student's questionnaires and the visual material from classes. The theoretical part discusses methods from a historical perspective, the progress and presentation of grammar and learning material. Furthermore introducing the basic concept and features of alternative methods with the posibility of applying them during the teaching of Czech language for foreigners. The practical part introduces research made up of inspections at alternative schools along with interviews with founders and successors of these methods. As analysis of the questionnaires that explore the opinions and awareness of teachers about the effectivity and usefulness of untraditional methods in teaching is also a part of it. Practical inspections and conclusions based on the results of questionnaires showed the Act and Speak method to be the most beneficial method. The practical part concludes by presenting other activities for teaching Czech for foreigners that are based on those...
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Kopcová, Tereza. „Morfologická defektivnost jako problém při výuce ruštiny jako mateřštiny a cizího jazyka“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-352754.
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The Diploma Thesis "Morphological defectiveness as a problem in teaching Russian as a mother tongue and a foreign language" occupies with the cases of explicitly codified defectiveness in morphological system of standard Russian. The chapter on verbs describes the issue of defectiveness paradigm in the 1st person singular in a certain group of verbs. It also includes the illustrations of such defectiveness forms from the internet forums and references about the problem both from prescriptively grammars and studying materials intended for native speakers and students of Russian as a foreign language. The chapter on nouns occupies with broken paradigm of nouns in genitive plural. This problem is taken from the historical perspective and again it contains the examples from the internet forums, codified grammar books and individual books. The chapter on participles examines the formation of active participles of the future tense which are codified as no normative but also illustrations from the literature of the past centuries and present, which can be found on the internet forums, show us that the problem is quite topical. The outcomes of the questionnaire investigation are summarised in an individual chapter, in the process the attention is focused on three main topics which were concentrated on in...
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Šturmová, Kateřina. „Didaktické zapojení videa do výuky češtiny jako cizího jazyka“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343133.
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Usage of a video at real-time Czech lessons (not distantly through YouTube) presents to students a very attractive way of learning a language and the socio- cultural competence quickly and entertainingly. The aim of this paper is to sum up findings of the specialized literature and to create special videos useable in foreign language classes of A0/A1 level based on those findings. The videos will be focused on development of sociocultural competence, the themes shall be following: 1.Lesson of the good manners in the Czech environment part 1. (formal X informal language) 2. Lesson of the good manners in the Czech environment part 2. ( Traveling with the Public transport, how to behave) 3. Holidays ( Christmas, Easter ) The empiric part of this thesis will be based on the hypothesis that using video in the classroom will make the acquisition of the sociocultural competence easier. The video materials will be shown in a couple of groups of student at the A0/A1 level while couple of group of other student will study without them. Those students shall get the competence through printed materials (for example books or materials prepared ad hoc by the teacher) and explanation of the teacher. There will also be prepared some supporting activities related to the videomaterials in order to confirm the...
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Kotková, Kateřina. „Neverbální komunikace v komunikačněpřístupové výuce češtiny jako cizího jazyka“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343101.
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This thesis deals with the use of non-verbal communication in the communicative approach when teaching Czech as a foreign language. It focuses on a nonverbal communication and main approaches to the communicative approach in teaching Czech as a foreign language. In its last part, this thesis compares results of previous research of nonverbal communication in the teaching process in a primary and secondary level and analyses of recordings of the lessons of Czech for foreigners. Keywords: nonverbal communication, communicative approach in language teaching, teaching Czech as a foreing language
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NEUWIRTHOVÁ, Kateřina. „Výuka anglického jazyka v mateřských školách a její vlivy na dítě“. Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-396492.
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The diploma thesis is focusing on the contemporary movement called "early start" in the education of the English language. Almost all nursery schools offer today the extra lessons for children. The diploma thesis presents not only the actual negative and positive arguments for the early start lessons but also the theoretical resource for the development of language and communicative competences of children. Also the topic of learning a foreign language and its influences as well as the politics of educating foreign languages in the world and in the Czech Republic are included. The practical part of the thesis will try to enrich the debate about the early start by individual experience and findings of six children who were interviewed. Their information was completed by the acquaintances of their parents that filled the questionnaire.
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Stuchlá, Anna. „Vzájemné hodnocení ve výuce češtiny jako cizího jazyka“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-448973.
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The aims of this Master's thesis are (i) to examine the suitability of using peer-to-peer assessment in teaching writing skills in Czech B1-level courses and (ii) to suggest recommendations for tutors who are considering implementing the method in their Czech classes. The theoretical part is concerned with the description of particular types and forms of assessment and it presents an overview of several studies, focusing on those conducted in the field of ESL teaching. The empirical part focuses on describing the design and execution of the experiment as well as on interpreting its results. The experiment was performed as an intensive online writing course in Czech; the participants were students preparing for a B1-level exam. The investigation aimed at the quality of students' comments and at the implementation degree of their suggestions shows limited effectivity of using peer-to-peer assessment in teaching Czech on B1-level. However, based on the data, the study managed to identify several shortcomings in the way the peer-to-peer assessment method was used and it suggested recomendations for their elimination. If the tutors decide to follow these suggestions this could lead to a more succesful use of the investigated method in teaching.
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Khomenko, Barbora. „Místo obecné češtiny ve výuce češtiny jako cizího jazyka“. Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-370113.
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The aim of this thesis is to find out, and then to analyze, whether adult students of Czech as a foreign language can recognize the differences between Literary and Common Czech language, whether they define where they meet them and whether they are able to use the proper words of Literary and Common form of the Czech language appropriately in selected communication situations. Equally important is the discovery of their personal preferences in teaching whether the Common Czech is intended to be taught in an institutionalized environment or not. The questionnaire survey itself is preceded by a theoretical starting point, in which we deal with the definition of Common and Literary Czech language and the characteristics of their most frequent differences. A partial part of the work is also a brief analysis of the selected teaching material, taking into account the way of presentation of Common Czech language.Based on the results of the questionnaire survey, we will present a linguistic recommendation at the end of the work. Keywords The Common Czech, literary form of the Czech language, teaching Czech as a foreign language, the Common Czech in the textbooks of Czech for foreigners, Czech for foreigners
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Mrázková, Andrea. „Výuka gramatiky ruského jazyka v českých učebních souborech pro úroveň B1 v porovnání s požadavky Standardu pro výuku ruštiny jako cizího jazyka“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446632.
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This diploma thesis deals with the grammar curriculum of Russian language in the Czech teaching resources for B1 level and compares it with the requirements of the Standard for teaching Russian as a foreign language. The theoretical part of the thesis defines terms related to grammar; it describes and compares Czech and Russian curriculum documents and concerns with the Russian grammar teaching in the communicative approach. The last chapter of this part discusses the role of a teaching resource in the teaching process, the selection of such a resource and the description of individual resources for B1 level. The practical part presents the results of the content analysis of the teaching resources with respect to their minimum required grammar, which is first described individually for each resource and then compared with the requirements of the Standard for teaching Russian as a foreign language. Afterwards, the results are clearly summarized. KEY WORDS: minimum required grammar, morphology, syntax, teaching grammar, positive transfer, negative transfer, analysis
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Pohořálková, Pavla. „Výuka gramatice ve specifických formách výuky (firemní kurzy - výuka dospělých)“. Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-322974.
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The diploma thesis focuses on teaching grammar in the context of in-company language courses. What needs to be taken into consideration are both the psychological aspects of adult learners and the sociological characteristics of a typical course participant, their position of a client which is connected to high expectations of the service provided - language tuition. The role of the teacher in an in-company course is much less authoritative than in a traditional course and teachers become rather partners or coaches for the learners. The pedagogical research conducted among 172 Czech in-company learners with the help of an electronic questionnaire shows that the main aim of in-company students is to be able to communicate efficiently in real-life situations from their private and working lives. It is the role of the teacher, or the coursebook author, to choose which grammar structures are necessary to succeed in the respective situations. Therefore, the most suitable method for teaching grammar in the context of in-company courses is the Engage, Study, Activate method combined with the eclectic method.
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MLÁDKOVÁ, Eva. „Výuka španělštiny v předškolním a mladším školním věku“. Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-188908.
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This anticipated piece of work named "Teaching Spanish in preschool and young school age is divided into two parts. The first part is the theoretical part and describes the evolutionary specifics of preschool and young school-aged children. The diploma thesis responds to very frequent question when is appropriate to start with teaching a foreign language. It also describes the advantages and disadvantages of teaching foreign languages in early age. It also pursues the issue how should be the teaching of a foreign language realized in preschool institutions and in the first grade of primary school. The second part of diploma thesis is a handbook for teaching Spanish in preschool age which is made on the basis of experimental method for teaching French.
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JEŘÁBKOVÁ, Veronika. „Využití písní ve výuce angličtiny na 2. stupni ZŠ“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-380990.
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This thesis deals with the issue of using songs in English language teaching at lower secondary schools. The thesis comprises of two parts a theoretical one and a practical one. In the theoretical part, I mostly describe and explain the basic terms used, such as song, music and rhythm. The teaching methodology and song activities that can be used in English lessons are also included in this part. Further, I also deal with the influence of music on students and the atmosphere in the classroom in connection with music. Based on these findings, I prepared four English lesson plans in accordance with Educational Framework and school curriculum. These lessons also correspond to the topics or grammatical structures that the students currently deal with in their lessons. The main focus is placed on the skills and subskills that are developed by the particular activities. All these lessons were put into practise at lower secondary school level. Subsequently, I also give feedback on these lessons. Another part of this thesis consists of an analysis of English textbooks with respect to the usage of songs and song activities in lessons. For this purpose, four volumes of the textbook Project Third Edition were chosen. These textbooks were analysed from the point of view of the main educational aims and types of activities, mostly with respect to the skills and subskills practised via these songs.
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Kopáčková, Barbora. „Chyby ve výslovnosti českých studentů při osvojování portugalského jazyka“. Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-350848.
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The presented Master's thesis entitled "Pronounciation mistakes of Czech students learning Portuguese" tries to depict the most common mistakes in the pronounciation of Portuguese sounds by Czech students. The thesis is divided into two parts: theoretical and practical. The theoretical part, based on a careful research of specialized materials, deals with phonetics, the phonological aspect of a language, phonology, the description of speech forming processes, sound systems of Portuguese, rules for correct pronounciation of respective sounds and also interference - the influences of a person's mother tongue while learning Portuguese. The theoretical part served as a basis for the practical part. In the practical part an analysis was carried out, using a number of audio recordings taken from first-year to fifth-year students of Portuguese Studies at Charles University, Faculty of Arts. The aim of this analysis was to detect typical mistakes made by Czech Students in the pronounciation of Portuguese sounds. The observed pronounciation phenomena are recorded in tables, each phenomena separately. In conclusion, the thesis provides an evaluation of the analysis.
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Schlindenbuchová, Magdalena. „Ekolingvistický přístup k výuce cizích jazyků a hledání příběhů, kterými žijeme, v učebnicích francouzštiny jako cizího jazyka“. Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-435450.
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This thesis presents the link between the environment and Foreign Language Teaching (FLT) based on ecolinguistics, which defines the inextricability of the environment and language. The specific aim of this thesis is to demonstrate the importance of an ecolinguistic approach to FLT with an ecocritical discourse analysis of textbooks use to teach French as a foreign language. Using the ecolinguistic tool The Stories We Live by, the analysis aims to assess the extent to which the textbooks stimulate environmental awareness and ecological communicative competence. The research concerns two textbooks, Totem and Saison, and investigates the representation of the stories and their polarity from the perspective of deep ecology. The results show the textbooks to exhibit a general tendency towards ambivalent content. Moreover, the presence of explicit ecological reference in the content was evaluated and revealed, by the analysis, to be under-represented in the textbooks' content. The analyses are presented as model analyses for an ecolinguistic evaluation of textbooks, which could be used by teachers seeking an ecologically conscious textbook. The thesis also seeks to encourage further research into the ecological aspect of FLT, notably in textbooks. KEYWORDS ecolinguistics, stories we live by,...
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Kolářová, Kristýna. „Práce s filmovým materiálem ve výuce češtiny jako cizího jazyka za účelem prezentace českých reálií“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-389013.
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Using Film Material in Teaching Czech as a Foreign Language to Present Czech Culture Abstract The aim of this thesis is to offer teachers of Czech as a second language information about the use of films to present Czech culture in B2 level. The theoretical part focuses on the definition of Czech culture by different authors, and the explanation of sociocultural and intercultural competence. Also, the approach of Weimann and Hosch towards teaching culture is defined, and the main components of communicative approach are introduced. Further, the use of films in language teaching is explored together with the specification of the reasons why films should be used in language teaching, advantages and disadvantages connected to it, and the methods of the film presentation are introduced. The practical part consists of two main parts. In the first part the available materials containing the use of films in teaching Czech as a second language are analysed, and the second part introduces an educational material based on the information found in the theoretical part of this thesis.
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KYSELOVÁ, Soňa. „Aktivizační metody ve výuce anglického jazyka za pomoci psychomotorických cvičení u cílové skupiny“. Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-153181.
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The work deals with the specifics and importance of teaching children foreign language at an early age through physical exercises and activities that support the learning process. The theoretical part explains the developmental characteristics of children prerequisites for language, some important principles of teaching, teacher competencies but also those that acquire the children themselves in the process of learning in connection with the Framework curriculum for preschool education. The work also includes an overview of the most common methods used in teaching a foreign language at an early age. Another part of the work is devoted to the psychomotor, importance of movement in the learning process linked with the health education . The practical part consists of a collection of psychomotor exercises divided into three main thematic areas of teaching - color, body, animals that is intended as an inspiration for teaching English to preschool children. The research includes validation results of this teaching programme using the methods of observation and video analysis of the target group.
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Švédová, Zdeňka. „Specifika výuky němčiny jako druhého jazyka v jazykově heterogenních třídách v Německu“. Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-364997.
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Ristić, Petra. „Přístupy k rané výuce anglického jazyka v předškolních zařízeních“. Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-365495.
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The thesis deals with a topical and at the same time controversial isssue in the pre- shool education - the very early foreign language learning. The aim of the thesis is to outline the conditions of English language learning in pre-school facilities in the Czech Republic (more precisely in Prague) and analyse and compare selected methods used for teaching English. The thesis consists of the theoretical and the practical part. The theoretical part focuses on early language learning in the Czech and European context, on curriculum conditions and teachers' qualification in the Czech Republic and on the individual particularities of a pre-school child in relation to the early language acquisition. The summary will offer various opinions and results of researches in the field of early foreing language learning in the pre-school age. The aim of the practical part is to compare two methods for teaching English and survey the present conditions of English learning in selected pre-school facilities in Prague. The research will focus on the methods and their evaluation, on the pre-school facilities' experience with teaching English and on the contributions and disputable questions rising from the early English language learning from the point of view of the directors, parents and and speacialist in the...
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BÁRTOVÁ, Miroslava. „Využití dramatických technik k rozvoji sociolingvistické kompetence/Developing Sociolinguistic Competence through Drama Techniques“. Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-111869.
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The main goal of the thesis is to show the possibilities of using drama education in English lessons with concentration on developing sociolinguistic competence. The thesis comprises of two parts ? theoretical and practical. The theoretical is divided into three chapters. The first deals with the sociolinguistic competence and its conception in the Common European Framework of Reference for Languages and in the Framework Educational Programme, the second is devoted to drama education and drama techniques and methods and the third briefly deals with teaching foreign languages in the two above mentioned curriculum documents. The practical part includes the three lesson plans which mainly concentrate on developing the sociolinguistic competence of students at middle school level and it also includes reflection of the lessons. The practical part is based on the theoretical knowledge from the theoretical part and can serve as a source of inspiration or manual for teachers who are interested in developing not only communicative but also social and personal competence.
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Dvořáková, Anna. „Uměleckonaučná literatura ve výuce němčiny jako cizího jazyka na I. stupni základních škol. Na příkladu práce s knížkou Miroslava Šaška "To je Mnichov"/"München"“. Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411781.
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This diploma thesis deals with the use of non-fiction literature, specifically a visual guide titled To je Mnichov / München by Miroslav Sasek in teaching German as foreign language in primary schools. It consists of three parts, the first two being theoretical and the third one being practice-oriented. The first chapter delves into the general context of the issue and focuses on the position of the German language. It tackles four main aspects of teaching foreign language: the language as a communication medium, teaching grammer, uncovering culture and history and serving the general purpose of literary and intercultural education. The second chapter further follows the goal of seeing non-fiction literature as a potential source of knowledge and information about the country in focus. The third chapter presents an application of this theory, developer by the author of this thesis. The methodological approach is based on a document titled ABCD-Thesen published in 1990 in Leipzig which introduces the potential in using non-fiction literature in the form of projects. The last section of the thesis can also be used as a direct methododlogical manual for executing the project To je Mnichov / München in primary schools. Furthermore, this thesis can also be used as a based for teachers of other foreign...
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Melnikova, Nora. „Bidirekcionální transfer u mluvčích hindštiny/urdštiny s češtinou jako druhým jazykem“. Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-404424.
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Bidirectional transfer in Hindi/Urdu speakers with Czech as a Second Language Nora Melnikova Abstract The aim of this project is to examine the influence of Hindi/Urdu on Czech in advanced Hindi L1 speakers of Czech as a Second Language, as well as the influence of Czech on their respective L1. This is the first project of its kind. So far, there has been no research on Hindi/Urdu L1 speakers of Czech, in spite of the fact that dozens Hindi/Urdu L1-speakers enroll in Czech language courses in India every year and thousands of Hindi/Urdu L1-speakers are permanent or long-term residents of the Czech Republic and have acquired Czech at various levels of proficiency. The practical objective of this thesis is to provide first empirically based insights for teachers of Czech as a Foreign/Second Language to Hindi/Urdu L1-speakers in India and in the Czech Republic, as well as for teachers of other Slavic languages. The study analyzes the language production of 10 Hindi/Urdu L1 speakers who have lived in the Czech Republic for at least 5 years. The analysis is based on recordings of informal conversations. The obtained linguistic data was compared with standard grammatical descriptions of Hindi/Urdu and Czech in order to perform error analysis. With the help of contrastive analysis, errors caused by language...
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PAREISOVÁ, Karolína. „Porovnání učebnic angličtiny a němčiny pro 2. stupeň ZŠ z pohledu slovní zásoby“. Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-391735.
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The Diploma Thesis deals with the comparison of English and German textbooks for lower secondary schools from the perspective of vocabulary. The aim of the theoretical part of this Diploma Thesis is to make the readers familiar with the theoretical concepts which deal with the vocabulary teaching and serve as the theoretical source for the processing of the practical part. The aim of the practical part is the analysis of given textbooks for teaching English and German languages at the lower secondary schools. The analysis is not going to be done only on the basis of the theoretical findings, but also on the basis of criteria, which will be determined in the introduction of the practical part. The textbooks are going to be analysed from the perspective of vocabulary at first and then mutually compared.
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Červenková, Martina. „Možnosti využití internetu ve výuce německého jazyka na gymnáziích v České republice“. Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-328107.
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The aim of this diploma thesis is to show the possibilities of using the Internet in order to make language learning more effective. In the centre of attention is the language learning at secondary schools in the Czech Republic. The aims, contents and particularities of teaching German at secondary schools in the Czech Republic are defined at the beginning, followed by a discussion about convenient didactic methods according to the educational theories. Internet tools and other its characteristics, which could contribute to the efficiency improvement of language teaching, are also introduced. The thesis also pays attention to the specialized terminology. In the practical part, we can find, at first, some specific prerequisites of using the Internet in teaching a foreign language. We can also find some concrete examples of using the Internet as a support in teaching with regards to the established educational aims. All is based on my own teaching experience and on an extensive internet and foreign literature research. Some useful internet web pages are also mentioned. The thesis shows that the Internet offers quite a lot of possibilities which could, in a way, contribute to efficiency improvement in teaching German.
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Skoumalová, Anna. „Využití překladu ve výuce češtiny pro frankofonní mluvčí“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343097.
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The thesis deals with the possibilities of the use of translation in education of the Czech language for francophone speakers. The thesis aims to analyse the use of translation in the textbooks of Czech for francophone speakers, in particular, to examine the types and representation of translation exercises in selected textbooks and to observe the use of communication-oriented translation exercises. Based on the analysis, the thesis formulates didactic recommendations that could contribute to more adequate use of translation in foreign language teaching, or rather in teaching Czech as a foreign language. The partial objective is to monitor the attitude of students to translation in teaching Czech as a foreign language through a questionnaire survey.
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Štěpánová, Marta. „Čtenářské dílny jako prostředek učení (se) němčině jako cizímu jazyku“. Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-434728.
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The topic of this work is reading workshops as a means of learning German as a foreign language. The aim of the thesis is to find out whether, and if so, what is the organizational and methodically inventive form of didactic potential in teaching German as a foreign language. The work is divided into theoretical and practical part. It focuses on the literary text and its role in teaching, as well as the representation of literature in the Common European Framework of Reference (CEFR) and in the Supplement to the CEFR. Attention is paid to reading skills with an emphasis on literary reading, which is crucial for working with literary texts. The concept of reading workshops represents a bridge between the theoretical and practical part and brings four different adaptations of literary texts targeting literary, communicative, intercultural, and linguistic competence. The empirical survey contained in the fourth chapter presents the results of a questionnaire survey, which was conducted among German language teachers at the elementary faculty schools of PedF UK. The research was based on the confirmed hypothesis that teachers rarely work with literary texts, even though they consider working with literary texts to be beneficial. KEYWORDS Reading, literary reading, reading workshops, didactic adaptation...
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Klusáčková, Marie. „Využití grafického románu ve výuce němčiny“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-437612.
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This diploma thesis deals with the possibilities of using graphic novel in German language teaching (teaching German as a foreign language). The main premise of this thesis is that graphic novel, as a multimodal medium and a phenomenon of current literature, has a wide potential for the German (and other foreign languages) classroom. The goal of the thesis is to design a didactic material respecting the specific qualities of graphic novel and drawing upon its potential. The first chapter serves as an introduction, exploring graphic novel as a medium, as a phenomenon of current literature and as a pedagogical tool. The term is defined and put into context. In the second chapter, the method of a review study is employed to explore how graphic novel is used in the foreign language classroom. The systematic review has shown that it is possible to use graphic novel as a tool for achieving the objectives of foreign language teaching and learning - the language aims (through vocabulary acquistition, reading skills development and creative writing) as well as the cognitive and formative aims (through the development of literacies, cultural and historical awareness, intercultural competence and citizienship). Moreover, graphic novel proved to be positive influence on motivation. The third chapter uses the...