InquiryInquiry(version: 662)
In the summer semester of the academic year 2019/2020, data collection is allowed from 08.06.2020 until 21.09.2020.
  
Suggestions to education (Both semesters)
   
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  • Není vybraný rok, zobrazují se pouze komentáře méně než 5 roky staré
When the course guarantor is selected, comments will be displayed regarding his/her teaching performance as well as that of all the other teachers teaching the course. If a teacher who is not the course guarantor is selected, only comments related to his/her teaching will be displayed.
PhDr. Lenka Vachalovská, CSc. [32-KJP], Russian for Beginners II [NJAZ040, cvičení]
Student has disallowed display of personal data, 17.07.2018, 1. ročník, Informatika, Master's (post-Bachelor)
The instructor was not prepared. There was almost not conversational practice in the class. 1.5 hours once a week is insufficient to learn a language, but it was virtually impossible to learn speaking skills because the instructor herself spoke for 95% of the class time, sometimes in Russian, but mostly in Czech reviewing verbatim the homework from the book. Only 8-9 chapters out of 35 in the book were covered! At this rate, we'd be lucky to communicate at an intermediate level in 2 or more years. She didn't encourage students to speak, never asked questions about students or provided themes for discussion. I don't even think she knew our names. There really was no need for her presence, since the cds recorded by native speakers were sufficient to hear the language. Despite the teacher asking for feedback from students on how to improve the class, there were only 1-2 activities in small groups. One activity for instance halfway through the semester of this second semester course was how to greet people! Shouldn't this be one of the first things learned in the first semester of a language course?
  • Učím ruštinu a němčinu na základě češtiny, proto na jednotlivé invektivy odpovím česky.

    Moje připravenost - na fakultě jsem dosud žádnou hodinu neodučila bez přípravy. Konverzace - ve skupině, která začíná od azbuky resp. ji právě zvládla, je konverzace přirozeně na elementární úrovni a v omezené míře. Hodinová dotace - nemohu ovlivnit. Češtinu redukuji podle jazykové úrovně studentů. Počet probraných kapitol je zavádějící, na přání studentů zařazeny navíc obsažné pasáže nezbytné pro běžnou komunikaci, které v učebnici následují později (učebnice nevyhovující, od tohoto semestru nahrazena jinou). Nulová aktivizace studentů- nesouhlasím. Znalost jmen - všech cca 80 studentů ze 7 skupin si jmény nepamatuji, proto mají před sebou jmenovky. Téma "pozdravy" - základní na začátku 1.semestru (kolega nebyl přítomen), rozšiřující ve 2.semestru (považuji za logické).
    Mrzí mě, že se autor rozsáhlého rozboru pod svůj příspěvek nepodepsal. V minulém semestru jsem učila pouze jednoho studenta, jehož rodným jazykem byla angličtina. Během semestru byl přítomen 6x a často přicházel teprve uprostřed hodiny...

    S pozdravem Lenka Vachalovská

    Comment on course, Russian for Beginners II [NJAZ040, cvičení]
    Student has disallowed display of personal data, 17.07.2018, 1. ročník, Informatika, Master's (post-Bachelor)
    It is disappointing that I did not learn much in this course, particularly to speak Russian (my goal). I did not take the first semester of the course, Russian I, and was worried at first, but as it turned out the majority of the students (mostly who were Czech) could not communicate even the most basic concepts in Russian. This was in part to the teacher's method, but also due to the choice of a book Rustina nejen pro samouky ('Czech not just for self-study'). Despite the title of the book, it teaches Czech like a dead-language such as Latin (grammar/translation) pretty much out of context, with the exception that, unlike Latin, the book comes with audio CDs, so that we students can hear how the language should be spoken. The verbal activities are pretty much exercises in pronunciation, with repetition/recycling of a very small set of vocabulary that is not very useful--it seems that the words were chosen merely basic of they are easily recognizable cognates with Czech. Vocabulary and verbs are not presented in contexts, not even the most basic practical scenarios are presented (meeting people, talking about hobbies, going shopping, making reservations). The priority was given to translation, pronunciation (outside of conversational context), learning the alphabet and writing. Please find a more suitable textbook and/or design better activities focused on learning in context (the so-called communicative method used in most of the world for foreign language teaching).
    Student has disallowed display of personal data, 22.06.2018, 3. Year, Fyzika, Bachelor's
    Výuka ma bavila a čo to som sa i naučila. Спасибо.
     
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