Language learning through adaptive graded readers
| Název práce v češtině: | Osvojování jazyka za pomoci adaptivní zjednodušené četby |
|---|---|
| Název v anglickém jazyce: | Language learning through adaptive graded readers |
| Klíčová slova: | Zjednodušená četba|Interaktivní fikce|Adaptivní vzdělávání|Učení se jazyků s podporou počítače|Osvojování slovní zásoby |
| Klíčová slova anglicky: | Graded Reader|Interactive Fiction|Adaptive Learning|Computer-assisted Language Learning|vocabulary teaching |
| Akademický rok vypsání: | 2021/2022 |
| Typ práce: | diplomová práce |
| Jazyk práce: | angličtina |
| Ústav: | Ústav anglického jazyka a didaktiky (21-UAJD) |
| Vedoucí / školitel: | doc. Luca Cilibrasi, Ph.D. |
| Řešitel: | skrytý - zadáno a potvrzeno stud. odd. |
| Datum přihlášení: | 09.06.2022 |
| Datum zadání: | 09.06.2022 |
| Schválení administrátorem: | zatím neschvalováno |
| Datum potvrzení stud. oddělením: | 14.06.2022 |
| Datum a čas obhajoby: | 07.09.2023 09:00 |
| Datum odevzdání elektronické podoby: | 09.08.2023 |
| Datum proběhlé obhajoby: | 07.09.2023 |
| Odevzdaná/finalizovaná: | odevzdaná studentem a finalizovaná |
| Oponenti: | Mgr. Ondřej Fúsik |
| Zásady pro vypracování |
| The present thesis deals with graded readers and their contribution to L2 acquisition, and, more specifically, it investigates their potential in connection with interactive fiction and adaptive learning mechanisms. For the purposes of this paper, an interactive graded reader in three levels of difficulty (based on vocabulary and syntax complexity) will be written, programmed as an interactive script (either in Inkle or another engine), and its effects will be tested on a group of Czech learners of English, as opposed to a control group. The control group will be given a non-interactive version of the reader corresponding to their initial pre-assessed level of proficiency. The theoretical part will introduce graded readers, interactive fiction, and adaptive learning respectively, and will establish a theoretical basis for their use in L2 instruction. The practical part will focus on the experiment and analyse the results. We expect the results to be in favour of adaptive graded readers in terms of greater motivation, closer monitoring during the process, and greater adaptability to the learner’s individual needs and progress in LA. The thesis will be written in English. Práce bude vypracována v anglickém jazyce. |
| Seznam odborné literatury |
| Dehaene, S. (2009). Reading in the Brain: The Science and Evolution of a Human Invention. Viking Adult. Beech, J. R. (2005). Ehri’s model of phases of learning to read: a brief critique. Journal of Research in Reading, 28(1), 50–58. Perfetti, Charles & Van Dyke, Julie & Hart, Lesley. (2001). The psycholinguistics of basic literacy. Annual Review of Applied Linguistics. 21. 127 - 149. Grabe, W., & Stoller, F. L. (2019). Comparing L1 and L2 Reading. In Teaching and Researching Reading (pp. 37–61). Routledge. Grabe, W., & Yamashita, J. (2022). Reading in a second language: Moving from theory to practice (2nd ed.). Cambridge University Press. Nation, P. (2018). Reading a whole book to learn vocabulary. ITL – International Journal of Applied Linguistics, 69(1), 30-43. Robinson, P., Mackey, A., Gass, S. M., & Schmidt, R. (2013). Attention and awareness in second language acquisition. In The Routledge handbook of second language acquisition (pp. 247-267). Routledge. |