Příležitosti k rozvíjení řečových dovedností ve výuce anglického jazyka: videostudie

Šebestová, Simona

doi:10.5817/cz.muni.m210-6825-2014

Cited by 8 publications

(15 citation statements)

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“…Another study is related to more general educational issues, such as interaction patterns, lesson phases or the use of teaching aids, and introducing these along with domain-speci ic aspects of language teaching, such as classroom language (Najvar, Najvarová, Janík, & Šebestová, 2011). Although Najvar et al (2011) (re)introduce (some of) the results of other studies (Hanušová et al, 2014;Najvar et al, 2013;Šebestová, 2011;Zerzová, 2012), we decided not to exclude any of the studies, since each of them declares different theoretical background, which was one of the aspects that were analyzed in the light of dialogism.…”

Section: Resultsmentioning

confidence: 99%

“…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).…”

Section: Resultsmentioning

confidence: 99%

“…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).…”

Section: Theoretical Positionsmentioning

confidence: 99%

“…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).…”

Section: Theoretical Positionsmentioning

confidence: 99%

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

Tůma¹

2014

PedOr

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Abstract:The aim of the present study is to review Czech research on classroom interaction in English language teaching. We understand classroom interaction as mutual in luencing among a teacher and learners while teaching and learning. We view classroom interaction from the perspective of dialogism, which we use as a theoretical and epistemological framework assuming interaction as a unit of analysis. This review analyzes 9 empirical studies published as journal articles, books, book chapters or Ph.D. dissertations in the years 2006-2014. These studies were critically analyzed in the light of dialogism. Important indings include the fact that a number of studies dealt with teacher talk, mainly teacher questions and the use of the target language and the mother tongue. We compare the areas with the situation abroad as re lected in selected reviews of international research, and outline gaps in Czech research. As regards research methodology (and also theoretical background), a number of stu dies did not take context into consideration when analyzing classroom. Furthermore, it seems that the activity of individuals (teachers, learners) was the unit of analysis in the majority of studies rather than the interaction itself. These indings seem to suggest that dialogism was not employed in the empirical research to a greater extent.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Theoretical Positionsmentioning

confidence: 99%

Section: Theoretical Positionsmentioning

confidence: 99%

See 2 more Smart Citations

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

Tůma¹

2014

PedOr

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“…However, it should be noted that originally, the analyses were realised with different aims and their specialised indings were reported elsewhere Najvar & Najvarová, 2010;Šebestová, Najvar, & Janík, 2011). For the purposes of this paper, the results of the original analyses were reviewed and summarised within a new explanatory framework (above).…”

Section: Methodsmentioning

confidence: 99%

The language of communication in English classrooms in the Czech Republic: Mixing languages

Najvar¹,

Janík²,

Šebestová³

2014

PedOr

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The paper deals with classroom communication. More speci ically, it focuses on issues connected with the usage of English as the target language and Czech as the mother tongue in lessons of English as a foreign language in primary and lowersecondary schools in the Czech Republic. 89 English lessons were analysed and the proportion between English and Czech used in the sample lessons was established in order to show how the two languages are mixed in the lessons. The analysis of the number of words uttered in the lessons showed that teachers used Czech more than English but students said more English words than Czech words. When operationalized in terms of time, the use of language was equally balanced between the target language and the mother tongue. Another perspective described in the paper is one of opportunities that the teacher creates for the students to practice different language skills. Great differences in using the mother tongue and the target language were found between individual teachers, which is in line with the indings of a number of similar research studies. Towards the end of the paper, ive typical situations of mixing languages are brie ly presented.Keywords: language mixing, code switching, foreign language teaching, English as a foreign language, classroom interaction, communication in foreign language classrooms This paper focuses on the phenomenon of communication in the speci ic context of foreign language classroom. For many teachers, communication between the teacher and his or her students as well as communication between students is the single most important tool by means of which the learners acquire a foreign language.

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Teaching English Abstract Writing Effectively

Klímová

2015

Procedia - Social and Behavioral Sciences

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The knowledge of formal writing is very important in present global world. However, it is the skill which usually receives little attention. Therefore the aim of this article is to demonstrate how to teach formal writing, particularly the writing of abstracts in English. The author of this article provides clear guidelines how to write an abstract in English while reflecting on the most common errors the Czech students and academics make when they write their abstracts in English. In addition, she presents a video which supports her statements about writing a good abstract in English.

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Příležitosti k rozvíjení řečových dovedností ve výuce anglického jazyka: videostudie

Cited by 8 publications

References 50 publications

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

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

The language of communication in English classrooms in the Czech Republic: Mixing languages

Teaching English Abstract Writing Effectively

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