Příležitosti k rozvíjení interkulturní komunikační kompetence v kontextu řečových dovedností: IVŠV videostudie anglického jazyka

Dialogism and classroom interaction in English language teaching: A review of Czech research

“…the use of the mother tongue or the target language (Najvar, Janík, & Šebestová, 2013). Furthermore, there are two studies which mainly deal with communication and relatedly (intercultural) communicative competence as the goal of foreign language teaching (Šebestová, 2011;Zerzová, 2012), whose results were synthetized in Zerzová and Šebestová (2014). One study deals with gender issues (Doskočilová, 2012).…”

“…Next, the issues related to the use of the mother tongue and English in English language teaching are introduced in several studies (Hanušová et al, 2014;Šebestová, 2011) and, more speci ically, these issues are referred to as code-switching (Najvar et al, 2013). As far as the speci ics of foreign language teaching are concerned, two studies declare the four skills and/or the concept of communicative competence as their theoretical background (Šebestová, 2011;Zerzová & Šebestová, 2014). By the same token, Šipošová (2011) introduces the speaking skill as a part of the Slovak school leaving examination and, in addition, discusses communicative language teaching, which is also taken as a theoretical position by Hanušová et al (2014).…”

“…One of the most prevalent theoretical positions is the concept of opportunities to learn (Najvar et al, 2011;Šebestová, 2011;Zerzová, 2012;Zerzová & Šebestová, 2014), which appears to imply an analysis of time allocated to different classroom activities during which the learners are expected to learn (e.g. Najvar et al, 2011, p. 91).…”

“…This was another step in our critical analysis. Out of the total of nine studies, seven studies used 10-second intervals as units of analysis, which were subsequently analyzed in the light of one or more systems of categories (Doskočilová, 2012;Hanušová et al, 2014;Najvar et al, 2011Najvar et al, , 2013Šebestová, 2011;Zerzová, 2012;Zerzová & Šebestová, 2014). Two of these studies (Najvar et al, 2011(Najvar et al, , 2013) also used individual words (which were counted) as units of analysis and in one study (Doskočilová, 2012) the occurrence of certain phenomena was counted in the videorecordings irrespective of the time intervals.…”

“…By the same token, Šipošová (2011) introduces the speaking skill as a part of the Slovak school leaving examination and, in addition, discusses communicative language teaching, which is also taken as a theoretical position by Hanušová et al (2014). Culture-related issues are also taken into consideration along with intercultural communicative competence (Zerzová, 2012;Zerzová & Šebestová, 2014). All of the positions mentioned in this paragraph seem to re lect the dual function of language in foreign language teaching, yet the related SLA accounts seem to refer to monologist theories, namely Long's Interaction Hypothesis (Šebestová, 2011, p. 40) or Krashen's Comprehensible Input Hypothesis (Betáková, 2010, p. 57;Hanušová et al, 2014, p. 239;Šebestová, 2011, p. 39).…”