Kreativní lektor znamená kreativní student

ŠEVEČKOVÁ, Monika. Kreativní lektor znamená kreativní student (A creative lecturer means a creative student). In Cizí jazyk v akademickém a profesním vzdělávání. 2016.

Basic information

Original name

Kreativní lektor znamená kreativní student

Name (in English)

A creative lecturer means a creative student

Authors

ŠEVEČKOVÁ, Monika

Edition

Cizí jazyk v akademickém a profesním vzdělávání, 2016

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Other information

Language

Czech

Type of outcome

Prezentace na konferencích

Field of Study

60200 6.2 Languages and Literature

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

Organization unit

Language Centre

Keywords (in Czech)

hodnocení, jazyková hra, kompetence, komunikace, kreativita, ruština

Keywords in English

evaluation, linguistic game, competence, communication, creativity, Russian

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Abstract

V originále

Příspěvek pojednává o kreativních přístupech během výuky cizího jazyka ve vysokoškolském prostředí (na příkladu ruského jazyka). V první části se autorka věnuje významu zpětné vazby od studentů a stále populárnějšímu tématu zvyšování kompetencí v rámci interkulturní komunikace. Ve článku popisuje možnosti kreativních přístupů k výuce lexikálně-gramatických cvičení, přesahy do oblasti jazykové hry nebo neverbálního sdělování. Ve druhé části je důraz kladen na tři oblasti – akademický jazyk, poslechy a otázky testování. Autorka vysvětluje rozdílné přístupy při výuce čtení, akcentuje význam fonetiky, stejně jako možnosti částečného portfoliového hodnocení. V závěru článek přináší konkrétní příklady z výuky ruského jazyka pro akademické a odborné účely.

In English

This paper deals with creative approaches in foreign language teaching in a university environment (the teaching of Russian language serves as an example). In the first part, the author focuses not only on the student feedback but also on the theme of raising competences in intercultural communication, which is becoming more and more popular. The possibilities of creative approaches to the teaching of lexical and grammar exercises, which overlap into language games or non-verbal communication, are described in this paper. In the second part, three areas are emphasized – academic language, listening skills and testing. The author explains different approaches to the teaching of reading and emphasizes the importance of phonetics as well as the possibilities of partial portfolio assessment. In the end, this paper shows concrete examples from the teaching of Russian language for academic and specific purposes. This paper deals with creative approaches in foreign language teaching in a university environment (the teaching of Russian language serves as an example). In the first part, the author focuses not only on the student feedback but also on the theme of raising competences in intercultural communication, which is becoming more and more popular. The possibilities of creative approaches to the teaching of lexical and grammar exercises, which overlap into language games or non-verbal communication, are described in this paper. In the second part, three areas are emphasized – academic language, listening skills and testing. The author explains different approaches to the teaching of reading and emphasizes the importance of phonetics as well as the possibilities of partial portfolio assessment. In the end, this paper shows concrete examples from the teaching of Russian language for academic and specific purposes. This paper deals with creative approaches in foreign language teaching in a university environment (the teaching of Russian language serves as an example). In the first part, the author focuses not only on the student feedback but also on the theme of raising competences in intercultural communication, which is becoming more and more popular. The possibilities of creative approaches to the teaching of lexical and grammar exercises, which overlap into language games or non-verbal communication, are described in this paper. In the second part, three areas are emphasized – academic language, listening skills and testing. The author explains different approaches to the teaching of reading and emphasizes the importance of phonetics as well as the possibilities of partial portfolio assessment. In the end, this paper shows concrete examples from the teaching of Russian language for academic and specific purposes.