Teaching English through English
| Název práce v češtině: | Výuka anglického jazyka pomocí anglického jazyka |
|---|---|
| Název v anglickém jazyce: | Teaching English through English |
| Klíčová slova: | communicative competence, language teaching, language learning, language acquisition, target language, native language |
| Klíčová slova anglicky: | communicative competence, language teaching, language learning, language acquisition, target language, native language |
| Akademický rok vypsání: | 2013/2014 |
| Typ práce: | diplomová práce |
| Jazyk práce: | angličtina |
| Ústav: | Katedra anglického jazyka a literatury (41-KAJL) |
| Vedoucí / školitel: | PhDr. Klára Uličná, Ph.D. |
| Řešitel: | skrytý - zadáno vedoucím/školitelem |
| Datum přihlášení: | 18.01.2014 |
| Datum zadání: | 27.06.2014 |
| Datum a čas obhajoby: | 12.09.2014 00:00 |
| Datum odevzdání elektronické podoby: | 28.06.2014 |
| Datum proběhlé obhajoby: | 12.09.2014 |
| Předmět: | Obhajoba diplomové práce (OSZD005) |
| Oponenti: | Mgr. Karel Žďárek, Ph.D. |
| Zásady pro vypracování |
| V diplomové práci se bude autorka zabývat problematickou rozvoje komunikační kompetence v anglickém jazyce u žáků mladšího školního věku, a to s akcentem na vliv užívání mateřského a cílového jazyka.
V teoretické části bude představen cíl výuky cizího jazyka, tj. komunikační kompetence. Autorka následně uvede diachronní a synchronní pohled na využívání českého a anglického jazyka ve výuce s oporou o metody a přístupy vyučovaní a učení se cizím jazykům. Akcentován pak bude pohled synchronní. V závěru teoretické části budou pojednána specifika rozvoje komunikační kompetence s ohledem na užívání cílového jazyka a proces osvojování si jazyka ve smyslu Krashenovy hypotézy. Cílem praktické části práce bude explorativní šetření odhalující užívání anglického jazyka ve výuce na základní škole a jeho potenciální vliv na úroveň komunikační kompetence žáků. Míra užívání anglického jazyka ve vyučovacích hodinách bude zaznamenávána pomocí pozorování výuky. Výsledky budou následně ověřovány strukturovaným rozhovorem s pozorovanými učiteli a následně vyhodnoceny. |
| Seznam odborné literatury |
| Asher, James. The Total Physical Response: Theory and Practice.
Bachman, Lyle. Fundamental Considerations in Language Testing. Brown, Douglas. Principles of Language Learning and Teaching. Cook, Vivian. Second Language Learning and Language Teaching. Dunn, Opal. Developing English with Young Learners. Ellis, Rod. SLA Research and Language Teaching. Halliwell, Susan. Teaching English in the Primary Classroom. Howatt, Anthony. A History of English Language Teaching. Kostková, Klára. Rozvoj Interkulturní Komunikační Kompetence. Krashen, Stephen. Principles and Practice in Second Language Acquisition. Krashen, Stephen. The Natural Approach. Larsen Freeman, Diane. Teachniques and Principles in Language Teaching. Littlewood, William. Communicative Language Teaching. Nunan, David. Designing Tasks for the Communicative Classroom. Richards, Jack, and Rogers, Theodore. Approaches and Methods in Language Teaching. Stern, Hans. Fundamental Concepts of Language Teaching. Widdowson, Henry. Aspects of Language teaching. Widdowson, Henry. Teaching Language as Communication. Willis, Jane. Teaching English through English. |
| Předběžná náplň práce |
| INTRODUCTION
THEORETICAL PART 1. Introduction of the Theoretical Part 2.Communicative Competence a.The development of the concept of CC b.Influence of the target language use in the classroom on CC c.Development of CC of young learners d.Conclusion 3. Foreign language learning and teaching 3. 1. Learning and acquisition 3. 2. Critical age hypothesis 3. 3. Factors influencing language learning and language acquisition of young learners 3. 4. Possibility of language acquisition in the classroom 3. 5. Target language as the language of instruction and communication o The role of natural context o The role of input and intake o From input to output o Communication in the target language as a source of motivation o Aspect of age of the learners 4. APPROACHES AND METHODS IN ELT o Definition of approach, method, technique 4. 1. DEVELOPMENT OF THE ROLE OF L1 AND L2 IN ELT o Introduction 4. 1. 1. Grammar translation method o Attitude towards use of L1 or L2 and its justification o Class procedures considering use of L1 and L2 o Types of communicative interaction and the language they appear in o Effectiveness of CC attainment by means of the method o Advantages and disadvantages of the method o Suitability of the method according to the aim of language learning and level of students´ proficiency 4. 1. 2. Direct Method 4. 1. 3. Total Physical Response 4. 1. 4. The Natural Approach 4. 1. 5. Communicative Language Teaching 5. THE ROLE OF THE TARGET LANGUAGE IN LANGUAGE TEACHING AND LEARNING 5. 1. Post methods era o Contemporary attitude towards use of L1 or L2 and its justification by linguists and teacher educators 5. 2. Development of an ability to communicate through the target language o Positives of maximizing use of the target language in the classroom o Development of the individual general competences by means of the target language 5. 2. 1. The target language and its influence on development of the individual components of communicative competence 5. 3. Techniques and tips for limiting use of the native tongue CONCLUSIONS OF THEORETICAL PART AND STARTING POINT FOR PRACTICAL PART PRACTICAL/RESEARCH PART • Introduction and aims of the practical part • Research methodology and data collection instruments • Research sample • Observation of the sample o Data obtained • Completion of questionnaires by teachers and students o Data obtained • Interpretation of data obtained • Conclusions of the research CONCLUSIONS |
| Předběžná náplň práce v anglickém jazyce |
| INTRODUCTION
THEORETICAL PART 1. Introduction of the Theoretical Part 2.Communicative Competence a.The development of the concept of CC b.Influence of the target language use in the classroom on CC c.Development of CC of young learners d.Conclusion 3. Foreign language learning and teaching 3. 1. Learning and acquisition 3. 2. Critical age hypothesis 3. 3. Factors influencing language learning and language acquisition of young learners 3. 4. Possibility of language acquisition in the classroom 3. 5. Target language as the language of instruction and communication o The role of natural context o The role of input and intake o From input to output o Communication in the target language as a source of motivation o Aspect of age of the learners 4. APPROACHES AND METHODS IN ELT o Definition of approach, method, technique 4. 1. DEVELOPMENT OF THE ROLE OF L1 AND L2 IN ELT o Introduction 4. 1. 1. Grammar translation method o Attitude towards use of L1 or L2 and its justification o Class procedures considering use of L1 and L2 o Types of communicative interaction and the language they appear in o Effectiveness of CC attainment by means of the method o Advantages and disadvantages of the method o Suitability of the method according to the aim of language learning and level of students´ proficiency 4. 1. 2. Direct Method 4. 1. 3. Total Physical Response 4. 1. 4. The Natural Approach 4. 1. 5. Communicative Language Teaching 5. THE ROLE OF THE TARGET LANGUAGE IN LANGUAGE TEACHING AND LEARNING 5. 1. Post methods era o Contemporary attitude towards use of L1 or L2 and its justification by linguists and teacher educators 5. 2. Development of an ability to communicate through the target language o Positives of maximizing use of the target language in the classroom o Development of the individual general competences by means of the target language 5. 2. 1. The target language and its influence on development of the individual components of communicative competence 5. 3. Techniques and tips for limiting use of the native tongue CONCLUSIONS OF THEORETICAL PART AND STARTING POINT FOR PRACTICAL PART PRACTICAL/RESEARCH PART • Introduction and aims of the practical part • Research methodology and data collection instruments • Research sample • Observation of the sample o Data obtained • Completion of questionnaires by teachers and students o Data obtained • Interpretation of data obtained • Conclusions of the research CONCLUSIONS |