Detailed Information on Publication Record
2006
Organizační formy, fáze výuky, učivo a rozvíjené dovednosti v cizojazyčné výuce z hlediska autonomního učení (zpráva z výzkumu)
JANÍKOVÁ, Věra and Kateřina VLČKOVÁBasic information
Original name
Organizační formy, fáze výuky, učivo a rozvíjené dovednosti v cizojazyčné výuce z hlediska autonomního učení (zpráva z výzkumu)
Name (in English)
Forms, content, phases, competencies in the foreign language training from the point of view of autonomous learning (research report)
Authors
JANÍKOVÁ, Věra (203 Czech Republic, guarantor) and Kateřina VLČKOVÁ (203 Czech Republic)
Edition
1. vyd. Brno, Sborník z konference Autonomie v procesu učení a vyučování cizího jazyka, p. 124-147, 18 pp. 2006
Publisher
PdF MU
Other information
Language
Czech
Type of outcome
Stať ve sborníku
Field of Study
50300 5.3 Education
Country of publisher
Czech Republic
Confidentiality degree
není předmětem státního či obchodního tajemství
RIV identification code
RIV/00216224:14410/06:00020007
Organization unit
Faculty of Education
ISBN
80-210-4164-1
Keywords in English
foreign language teaching - forms - instructional phases- methods - learning content - competencies - observation - research
Změněno: 17/12/2007 15:06, doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.
V originále
Příspěvek prezentuje výsledky pilotního výzkumu výuky cizích jazyků. Prostřednictvím strukturovaného pozorování byla sledována variabilita výukových forem a fází a učiva v nich realizovaných a základních cizojazyčných dovedností v nich rozvíjených. Formy, fáze, učivo a rozvíjení všech základních dovedností lze chápat jako indikátory pestrosti výuky, její přitaž-livosti pro žáky, kvality a jako indikátory rozvíjení autonomního učení u žáků. Výzkum byl realizován v projektu GAČR Autonomie v procesu učení a osvojování cizího jazyka GA406/05/2107.
In English
The article presents results of a pilot study based on structured observation of variability of instructional forms, instructional phases and the learning content and competencies that are realised within the phases and forms. Observed categories were instructional forms (whole class working, groups, pairs, autonomous working), instructional phases (new content expo-sure, practicing, revising, controlling), learning content (grammar, vocabulary, pronunciation, cultural and geographical information about the country and the language), competencies (reading, writing, listening, speaking). 112 lessons of German and English as foreign lan-guage at the primary and secondary level were observed. The most used form seems to be teaching the whole class together, nevertheless the language classes were quite small (mean 13 pupils). But the differences between preferences of forms, phases and content were not statistically significant. In the most lessons occurred the phase practicing, which seems to be typical for Czech Republic - even in language learning lessons (see TIMSS). The develop-ment of competency speaking occurred only in 20% of the observed lessons. Only in 20% of lessons were not used writing - mostly it is used for practising grammar and vocabulary, not in the sense of developing the competence its elves. The learning content vocabulary occurred most often, before all at the elementary school level and grammar. Pronunciation was in the half of observed lessons. The research shows some differences between English and German lessons which may depend on the nature of the language and differences in theories of teach-ing the languages. Significant differences in instructional forms and learning content were also found between lessons at základní škola (primary and lower secondary schools) and up-per secondary schools. At the základní škola were much more realised vocabulary and teach-ing the whole class.
Links
| GA406/05/2107, research and development project |
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