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This work deals with the possibilities of building and exploitation of a corpus of Czech Learners' French. The first part presents the learner corpora in the context of corpus linguistics on the basis of literature and scientific articles relevant to this subject with a special attention for corpora of French L2. Furthermore, the work focusses on the methodological principles of building a learner corpus (e.g. the specific metadata about the respondents and the material) and the error taxonomy. Next section of the work is devoted to analysis of a sample of learner's written productions with a critical description of the error taxonomy.

The diploma thesis is concerned with the analysis of recurrent word-combinations in the speech of advanced Czech speakers of English and native speakers of English. The data used for the analysis is extracted from two corpora, learner corpus LINDSEI and native speaker corpus LOCNEC. The aim of the thesis is to compare the two groups of speakers, determine differences in their use of recurrent word-combinations and compare the findings to previous studies involving speakers of different languages. The quantitative analysis is performed on a sample of 50 speakers from each corpus and the frequency data is used to compare the two groups as to the number of types of word-combinations they use and how frequently they do so. The qualitative analysis is performed on a sample of 15 speakers from each corpus to determine functional differences. Four categories of word-combinations are determined in the analysis. In the conclusion, the quantitative and qualitative findings are compared to previous research involving speakers of different languages. Keywords: spoken language, learner language, n-grams, n-gram analysis, recurrent word- combinations, lexical bundles, learner corpus

The present thesis studies two types of performance phenomena, namely filled pauses and repeats. Both naturally occur in spoken discourse and do not hinder communication, their main function is to decrease the effects of online planning pressure. Since a speaker has to plan and produce language at the same time, non-native speakers are expected to experience greater difficulties when speaking a foreign language. The main aim of the present paper is to analyze English native speakers and Czech advanced speakers of English in terms of how their usage of these two phenomena differ. Attention is paid to overall frequencies as well as to their distribution, alternatively variation, and further performance phenomena in their proximity. The analysis comprises 3 non-native and 3 native speakers which were selected from the multilingual learner corpus LINDSEI and the monolingual corpus LOCNEC respectively.

The aim of the thesis is to propose a tagging system for a learner corpus of spoken English which would, apart from tagging errors, focus also on the features specific for spoken language. Theoretical part, therefore, introduces basic concepts including learner language, the development of learner corpora in the last 20 years and both classical and computer-aided error analysis. Features typical of spoken language are described in the theoretical part as well since these are the focus of the research part of the thesis. The Louvain tagging system used for error-tagging of a leaner corpus of written language is used as the basis for the tagging system proposed in this thesis. Based on the analysis of 20 transcriptions taken from the Czech part of spoken learner corpus LINDSEI, modifications of the categories taken from the Louvain error-tagging system are proposed and new categories necessary for a better description of spoken language are introduced. The tagging system proposed in this thesis should make further analysis of the tagged corpus easier.

The thesis analyses syntactic complexity of monologic tasks of 10 B2 and 10 C1 speakers of English with Czech as their L1. The data derives from LINDSEI_CZ (Gráf 2017). The transcripts of the recordings were segmented into AS-units (Foster et al. 2000) and adapted for the purposes of the analysis. Syntactic complexity was calculated using following measures: mean length of AS-unit, mean length of clause, clauses / AS-unit. These were complemented by fine-grained indices of structural complexity, comprised of ratios of subordinate clause types and coordinate verb phrases per total number of clauses (Vercellotti & Packer 2016) and a weighted complexity scale designed by Vercellotti (2018). The results of the quantitative analysis showed no significant effect of proficiency on syntactic complexity of the speakers. In fact, all speakers irrespective of language proficiency level produced very similar complex structures as opposed to lower-proficiency structures. This indicates that more fine-grained indices should be incorporated into spoken complexity research. At the same time, scores of each measure varied considerably within groups, pointing at the importance of inter-speaker variability in this research. The thesis thus produced outcomes that are largely methodological, in that it has identified...

The present thesis is concerned with the topic of fluency in learner language, more precisely of two types of fluency - perceived and productive. Little is known about L2 fluency, especially about the fluency of Czech learners of English. The main aim of the thesis is to establish whether there is a correlation between productive fluency, represented by speech rate, and perceived fluency, represented by native speakers' evaluations. In addition, it aims at better understanding the process of evaluation of perceived fluency by native speakers of English. The material for the analysis were samples of recordings from the LINDSEI corpus, for which speech rate in WPM was calculated, evaluations of fluency of these samples by native speakers of English on a 7-point scale and the raters' commentaries on the evaluation process. The analysis tries to prove or disprove the hypothesis that speech rate is one of the features which influence perceived fluency. The results show medium correlations for two raters, low or no correlations for the rest of the raters, showing together with the commentaries, that there is a relation between perceived fluency and speech rate, but it is not as strong as previous research suggests. The results show that fluency is a complicated, highly subjective phenomenon, and further...

This diploma thesis is dealing with the theme of use of the Botanic Garden in Teplice to teach Science - especially Botany at lower-secondary school. The thesis is divided into three parts. In the first part I'm dealing with mapping of botanic gardens in the Czech republic - mainly focusing on the Botanic Garden in Teplice. In the second part I'm searching for theoretic information to create my own worksheets, and explanation of the teaching method - excursion according to the available specialized didactic literature. In the third part I'm dealing with the analysis of questionnaire and according to the availably gained information with the creation of my own worksheets. After the questionnaire there were nine worksheets with the concrete teaching methodology of botany and methodological worksheets. Afterwards the worksheet called ¨Excursion itself¨ was verified. Altogether nine worksheets with the methodological outcomes were created. The pupils were filling in the worksheets during the excursion and then the pupils' questionnaire was made to gain the feedback. KEYWORDS botanic garden, worksheets, excursion, questionnaire, methodological worksheets, pupils' questionnaire

Abstract This dissertation is thematicly focused on oscillation, wave and acoustics. The goal of this work is to certified suitability of experiments in the physics lessons on the elementary school. There are different kinds of experiments, which are suitably put into lessons. These experiments help pupils to understand the subject matter. A part of the work is also draft of kit to demonstrate experiments which are carrying out during the physics lessons. The dissertation contains a set of experiments with this kit. To check out precondition, that putting experiments is suitable activity during the lessons are here suggested and in practice verified worksheets. The analysis of these worksheets is the conclusion of this dissetation.

This diploma thesis deals with the issues of numerals in the context of teaching Czech as a foreign language. The theoretical part describes the reasons why numerals are so problematic in the process of teaching and the common methodological recommendations for the teaching of numerals are described here as well. The goal of this thesis is to suggest the most suitable way to teach selected numerals along with the related grammatical cases. Numerals in the chosen textbooks of Czech for foreigners and the analysis of the chosen forms in the CzeSL-SGT learner corpora were analysed for this purpose. The analysis of the corpus helps to define the difficult cases in more detail. Based on the analyses, the worksheets were created for the chosen types of numerals that can be used in the teaching process. These materials also contain recommendations for working with the individual activities.