Cílem kurzu je poskytnout budoucím učitelům angličtiny základní přehled o problematice osvojování jazyka a učení se cizím jazykům. Důraz je kladen na praktickou aplikovatelnost teoretických znalostí při výuce anglického jazyka. Kurz je vhodným úvodem do oborové didaktiky a aplikované lingvistiky a navazuje na akvizičně-didaktická témata uvedená v kurzech English language seminar for teachers 1 a English language seminar for teachers 2.
Každý seminář se bude zabývat specifickým akvizičním problémem, jehož řešení bude výsledkem práce v těchto 5 blocích:
1. úvodní diskuse o problému ve skupinách zaměřená na práci s vlastní zkušeností, s vlastními názory a předchozími znalostmi;
2. diskuse výzkumného designu vedoucího k tomu, jak by se tato problematika dala odborně zkoumat;
3. definice klíčových teoretických aspektů a proměnných;
4. seznámení se s existujícími teoriemi a metodologickými přístupy k empirickému studiu problematiky;
5. vyhodnocení dopadu na procesy učení se a vyučování cizím jazykům.
Předmět je vyučován v angličtině.
Cíle kurzu
Studenti budou schopni mj.:
– identifikovat obecné i specifické procesy učení, které se uplatňují při akvizici jazyka;
– popsat charakteristické aspekty základních teorií učení;
– popsat procesy akvizice mateřštiny a cizího jazyka;
– srovnat procesy akvizice mateřštiny a cizího jazyka;
– popsat procesy akvizice u bilingvních jedinců a charakteristiky jejich jazykových kompetencí;
– vyhodnotit význam situačních proměnných při akvizici jazyka;
– vyhodnotit význam žákovských proměnných při akvizici jazyka;
– aplikovat situační a žákovské proměnné na vyučování cizího jazyka;
– vysvětlit, jak funguje paměť a jak podmiňuje jazykovou akvizici;
– popsat zákadní teorie jazykové akvizice a parametry, s kterými pracuje a aplikovat je na rozbor procesů při jazykovém vyučování.
Poslední úprava: Gráf Tomáš, doc. PhDr., Ph.D. (04.10.2021)
The course provides an overview of language acquisition and language learning with emphasis on the applicability of the course contents in teaching English. The couse is thus an introduction to ELT and applied linguistics. The seminar will be taught in English. It is intended primarily for third-year BA students of the English and American Studies programme.
Poslední úprava: Gráf Tomáš, doc. PhDr., Ph.D. (28.10.2019)
Podmínky zakončení předmětu -
Všechny požadavky pro zápočet je nutné splnit do konce zkouškového období akademického roku, ve kterém si student předmět zapsal.
Poslední úprava: Gráf Tomáš, doc. PhDr., Ph.D. (28.10.2019)
All of the credit requirements must be fulfilled by the end of the exam period in the academic year in which the student enrolled for the subject.
Poslední úprava: Gráf Tomáš, doc. PhDr., Ph.D. (28.10.2019)
Literatura -
Výběr literatury:
Zákadní literatura:
Gass, Susan M., Jennifer Behney, and Luke Plonsky.Second Language Acquisition: An Introductory Course. 5th ed. New York: Routledge, 2018.
Lightbown, Patsy, and Nina Margaret Spada. How Languages Are Learned. Fourth edition. Oxford Handbooks for Language Teachers. Oxford: Oxford University Press, 2013.
Doporučená literatura:
Cook, Vivian. Second Language Learning and Language Teaching. London: Hodder Education, 2016.
Dörnyei, Zoltán, Ryan, Stephen. The Psychology of the Language Learner Revisited.Routledge, 2015.
Ellis, Rod. The Study of Second Language Acquisition. Oxford; New York: Oxford University Press, 2008.
Ellis, Rod, ed. Exploring Language Pedagogy through Second Language Acquisition Research. Routledge Introductions to Applied Linguistics. London ; New York: Routledge/Taylor & Francis Group, 2014.
Fernández, Eva M. Fundamentals of Psycholinguistics. Fundamentals of Linguistics. Chichester, West Sussex; Malden, MA: Wiley-Blackwell, 2011.
Gass, Susan M, and Alison Mackey, eds. The Routledge Handbook of Second Language Acquisition. London; New York, NY: Routledge, 2012.
Johnson, Keith. An Introduction to Foreign Language Learning and Teaching. 2nd ed. Learning about Language. Harlow, England; New York: Pearson Longman, 2008.
Mitchell, Rosamond, Florence Myles, and Emma Marsden. Second Language Learning Theories. London; New York: Routledge, 2013.
Ortega, Lourdes. Understanding Second Language Acquisition (2nd edition). London: Hodder education, 2020.
Saville-Troike, Muriel. Introducing Second Language Acquisition. 3rd ed. Cambridge Introductions to Language and Linguistics. Cambridge; New York: Cambridge University Press, 2016.
Podrobný seznam literatury ke každému tématu bude v průběhu kurzu zveřejňován v aplikaci Moodle.
Poslední úprava: Gráf Tomáš, doc. PhDr., Ph.D. (04.10.2021)
Výběr literatury:
Zákadní literatura:
Gass, Susan M., Jennifer Behney, and Luke Plonsky.Second Language Acquisition: An Introductory Course. 5th ed. New York: Routledge, 2018.
Lightbown, Patsy, and Nina Margaret Spada. How Languages Are Learned. Fourth edition. Oxford Handbooks for Language Teachers. Oxford: Oxford University Press, 2013.
Doporučená literatura:
Cook, Vivian. Second Language Learning and Language Teaching. London: Hodder Education, 2016.
Dörnyei, Zoltán, Ryan, Stephen. The Psychology of the Language Learner Revisited.Routledge, 2015.
Ellis, Rod. The Study of Second Language Acquisition. Oxford; New York: Oxford University Press, 2008.
Ellis, Rod, ed. Exploring Language Pedagogy through Second Language Acquisition Research. Routledge Introductions to Applied Linguistics. London ; New York: Routledge/Taylor & Francis Group, 2014.
Fernández, Eva M. Fundamentals of Psycholinguistics. Fundamentals of Linguistics. Chichester, West Sussex; Malden, MA: Wiley-Blackwell, 2011.
Gass, Susan M, and Alison Mackey, eds. The Routledge Handbook of Second Language Acquisition. London; New York, NY: Routledge, 2012.
Johnson, Keith. An Introduction to Foreign Language Learning and Teaching. 2nd ed. Learning about Language. Harlow, England; New York: Pearson Longman, 2008.
Mitchell, Rosamond, Florence Myles, and Emma Marsden. Second Language Learning Theories. London; New York: Routledge, 2013.
Ortega, Lourdes. Understanding Second Language Acquisition (2nd edition). London: Hodder education, 2020.
Saville-Troike, Muriel. Introducing Second Language Acquisition. 3rd ed. Cambridge Introductions to Language and Linguistics. Cambridge; New York: Cambridge University Press, 2016.
Podrobný seznam literatury ke každému tématu bude v průběhu kurzu zveřejňován v aplikaci Moodle.
Poslední úprava: Gráf Tomáš, doc. PhDr., Ph.D. (04.10.2021)
Požadavky ke zkoušce -
Požadavky k zápočtu
Pravidelná účast na seminářích. 3 body za každou účast. Za každou absenci se odečítá 5% z celkového skóre.
Příprava odpovědí na otázky zadané před prvním seminářem. (7 bodů)
Přečíst před každým seminářem povinný text (v Moodle) a vyplnit doprovodný text (v Moodle). (každý týden max. 5 bodů za splněný úkol dle výsledků testu)
Úspěšné složení dílčích testů v 6. a 11. týdnu. (max. 50 bodů za každý test, minimum 67% pro složení testu, jinak nutné zopakování – povolen jeden opravný termín). Testy jsou založeny na povinných textech a obsahu předešlých seminářů.
Úspěšné složení závěrečného testu ve zkouškovém období. (max. 100 bodů, minimum 67% pro složení testu, jinak nutné zopakování – povoleny dva opravné termíny).
Kritérium
počet
bodů
bodů celkem
Docházka
12
3
36
úvodní úloha v Moodle
1
7
4
úkoly v Moodle
12
5
60
průběžné testy
2
50
100
závěrečný test
1
100
100
Maximální počet bodů za celý semestr je 300.
Závěrečné hodnocení dle počtu získaných bodů (% z max. počtu 300 bodů):
Hodnocení
bodové rozmezí
A
91–100%
B
83–90.9%
C
75–82.9%
D
67–74.9%
F (fail)
<67%
Poslední úprava: Gráf Tomáš, doc. PhDr., Ph.D. (12.09.2025)
Credit requirements
Regular attendance in seminars. 3 points for each attended seminar. Each absence results in 5% being deducted from the overall score.
Answering pre-course questions in the Moodle. (7 points)
Read the compulsory text in Moodle before each seminar and complete the accompanying test in Moodle. (each week max. 5 points for each task according to the results of the test)
Successful completion of regular tests (in weeks 6 and 11). (max. 50 points for each test, min. 67% to pass, otherwise a resit is necessary – max. one resit). The sests are based on the compulsory texts and content of the preceding seminars.
Successful completion of the final test in the exam period. (max. 100 points, min. 67% to pass, otherwise a resit is necessary – max. two resits)
Criterion
no.
points for each
total points
Attendance
12
3
36
pre-course questions in Moodle
1
4
4
Moodle tasks
12
5
60
regular tests
2
50
100
final test
1
100
100
Maximum number of points for the whole terms is 300.
Grading criteria (% out of the maximum of 300 points)
Grade
score
A
91–100%
B
83–90.9%
C
75–82.9%
D
67–74.9%
F (fail)
<67%
Poslední úprava: Gráf Tomáš, doc. PhDr., Ph.D. (12.09.2025)
Sylabus -
Syllabus for Language-learning theories and practice for teachers (PhDr. Tomáš Gráf, Ph.D.)
Seminar 1 Topic: Learning and learning theories Key questions: How do we learn? And how can we learning be researched? Is language learning the same as or different from any other learning? Are general learning theories in any way applicable to language learning? And what can language teachers learn from this? Key themes: learning processes, learning theories (behaviourism, cognitivism, constructivism), general learning theories and their applicability to explaining language learning, introduction to research methods
Seminar 2 Topic: Research in language acquisition. How do we know what we know? Key questions:How do is research carried out in language acquisition? What are the key methods and techniques? What are their pros and cons? Key themes:research methods in language acuisition, their validity and reliability
Seminar 3 Topic: L1A - describing L1A Key questions: Do children learn their L1 in the same way? Are there developmental stages? How can L1A be studied? Key themes: stages of L1A, ways of studying L1A, basic types of research in applied linguistics
Seminar 4 Topic: L1A - explaining/understanding L1A Key questions: Who can learn an L1? What is the starting position? Is L1A the same as L2A? What are the key theories of L1A? Are they applicable to L2A? When is it best to start learning L2? Is there a critical age for L1A and for L2A? Key themes: understanding and explaining L1A, comparing L1A and L2A; theories of L1A, critical age, sensitive period, implications of starting language learning at an early age
Seminar 5 Topic: Bilingualism Key questions: Who is a bilingual? Do bilinguals learn both languages the same way? Can the knowledge of the two L1s in simultaneous bilingual be compared? What conditions are key to success for successful L1A in both L1s? Can what we know about L1A inform they way we understand L2A? And does it have any classroom implications? Key themes: types of bilingualism, conditions for the development of bilingualism, bilinguasm and SLA
Seminar 6
Topic: Different scenarios for learning L2 Key questions: What factors affect L2A? Which learner variables are there? How can they be researched? How important are they? Should teachers take into account learner variables? Which and how? Key themes: learner variables, researching learner variables, comparing learners, learner variables in the light of ELT classrooms
Seminar 7 Topic: Affective learner variables Key questions:What is motivation in language learning? Does personality play a role? Why do some speakers find it easier to communicate in a language they are learning? Are some learners better than others? Is it beacuse of their linguistic aptitude? Or are they simply very efficient learners? What is proficiency and how can it be operationalized? Key themes:motivation in SLA, personality affective variables, willingness to communicate, anxiety, good language learners, learning strategies, language aptitude, proficiency
Seminar 8 (Týden humanitních věd) – reading week
Seminar 9 Topic: SLA theories Key questions: What are the key theories of SLA? What are the key concepts of SLA theories? Key themes: SLA theories, principle components of SLA theories
Seminars 10 & 11 Topic: L2 language learning Key questions:How do we learn second and foreign languages? es our knowledge of SLA theories affect the language classroom? What are the links between SLA and language teaching? Key themes:SLA and language pedagogy
Seminars 12 & 13 Topic: SLA and the language classroom Key questions:How does our knowledge of SLA theories affect the language classroom? What are the links between SLA and language teaching? What are some of the myths of language learning and teaching? Key themes: SLA and language pedagogy
Poslední úprava: Gráf Tomáš, doc. PhDr., Ph.D. (12.09.2025)
Syllabus for Language-learning theories and practice for teachers (PhDr. Tomáš Gráf, Ph.D.)
Seminar 1 Topic: Learning and learning theories Key questions: How do we learn? And how can we learning be researched? Is language learning the same as or different from any other learning? Are general learning theories in any way applicable to language learning? And what can language teachers learn from this? Key themes: learning processes, learning theories (behaviourism, cognitivism, constructivism), general learning theories and their applicability to explaining language learning, introduction to research methods
Seminar 2 Topic: Research in language acquisition. How do we know what we know? Key questions: How do is research carried out in language acquisition? What are the key methods and techniques? What are their pros and cons? Key themes: research methods in language acuisition, their validity and reliability
Seminar 3 Topic: L1A - describing L1A Key questions: Do children learn their L1 in the same way? Are there developmental stages? How can L1A be studied? Key themes: stages of L1A, ways of studying L1A, basic types of research in applied linguistics
Seminar 4 Topic: L1A - explaining/understanding L1A Key questions: Who can learn an L1? What is the starting position? Is L1A the same as L2A? What are the key theories of L1A? Are they applicable to L2A? When is it best to start learning L2? Is there a critical age for L1A and for L2A? Key themes: understanding and explaining L1A, comparing L1A and L2A; theories of L1A, critical age, sensitive period, implications of starting language learning at an early age
Seminar 5 Topic: Bilingualism Key questions: Who is a bilingual? Do bilinguals learn both languages the same way? Can the knowledge of the two L1s in simultaneous bilingual be compared? What conditions are key to success for successful L1A in both L1s? Can what we know about L1A inform they way we understand L2A? And does it have any classroom implications? Key themes: types of bilingualism, conditions for the development of bilingualism, bilinguasm and SLA
Seminar 6
Topic: Different scenarios for learning L2 Key questions: What factors affect L2A? Which learner variables are there? How can they be researched? How important are they? Should teachers take into account learner variables? Which and how? Key themes: learner variables, researching learner variables, comparing learners, learner variables in the light of ELT classrooms
Seminar 7 Topic: Affective learner variables Key questions: What is motivation in language learning? Does personality play a role? Why do some speakers find it easier to communicate in a language they are learning? Are some learners better than others? Is it beacuse of their linguistic aptitude? Or are they simply very efficient learners? What is proficiency and how can it be operationalized? Key themes: motivation in SLA, personality affective variables, willingness to communicate, anxiety, good language learners, learning strategies, language aptitude, proficiency
Seminar 8 (Týden humanitních věd) – reading week
Seminar 9 Topic: SLA theories Key questions: What are the key theories of SLA? What are the key concepts of SLA theories? Key themes: SLA theories, principle components of SLA theories
Seminars 10 & 11 Topic: L2 language learning Key questions: How do we learn second and foreign languages? es our knowledge of SLA theories affect the language classroom? What are the links between SLA and language teaching? Key themes: SLA and language pedagogy
Seminars 12 & 13 Topic: SLA and the language classroom Key questions: How does our knowledge of SLA theories affect the language classroom? What are the links between SLA and language teaching? What are some of the myths of language learning and teaching? Key themes: SLA and language pedagogy
Poslední úprava: Gráf Tomáš, doc. PhDr., Ph.D. (12.09.2025)
