Authentic documents have been an integral part of foreign language teaching since the 1970s. The aim of this master's thesis is to present the theoretical background of the didactic use of authentic documents in the teaching of French. This is comprised of the classification of documents, criteria for their selection, as well as their benefits toward developping communicative and general competencies. This paper includes an analysis of selected French textbooks and suggestions of authentic documents to be used in the teaching of French as well as documents on the Internet.

This is a qualitative study aiming to find out how and why teachers work with art, music and movement in the English subject in the early years. In this study we have conducted a background study of previous research and as a starting point and as a point for reference we have relied on education policy documents like The Common European Framework of Reference for Languages and the Swedish curriculum for the English school subject. Our research has consisted of interviews with six teachers and ten observation occasions in a total of three different primary schools. Our result show that there seems to be a consensus in both theory and praxis when it comes to integrating art, music and movement in learning and teaching of English in the early school years. The use of methods including art, music and movement in early language learning seems to promote the language development for all students but especially for young learners that require extra support for their language development.

Peut-on, au jour d'aujourd'hui, enseigner une langue en ligne avec la même efficacité et en obtenant le même taux de réussite que dans le cadre d'un enseignement dit "conventionnel" ? Quelles méthodologies didactiques se prêtent le mieux à cette typologie d'enseignement ? Y en a-t-il une seule ou plusieurs ? Voici autant des questions -et bien d'autres - auxquelles nous avons tenté de répondre à travers les recherches menées. Dans une perspective analytico-descriptive, nous avons examiné les outils ainsi que les supports technologiques sur lesquels se fonde l'enseignement en ligne, et qui rendent possible la transmission d'une langue étrangère tant dans sa dimension réceptive que productive, parfois même avec plus de succès que dans le cadre d'un enseignement traditionnel en présence. Pour en témoigner, nous avons analysé un cours en ligne d'italien pour grands débutants francophones, réalisé en milieu universitaire. / Is on-line teaching as efficient and successful as conventional teaching when about teaching a foreign language today? what are the best methodologies for this teaching typology ? Are there many or is there only one? Such are the issues - and even more - on trial in this research work and we have attempted ton find answers. We have examined the training aids as well as the technological supports of on-line teaching with a descriptive and analytic view, that make it possible to convey a foreign language in its fullest dimension - receptive and productive - in a much more successful way at times than in a traditional teaching.

The aim of this study was to investigate the interrelation between teaching, testing and assessment of English as a foreign language in the Swedish school system. The focus is on the Swedish National test of English, and teaching and assessment of English in Swedish schools. A comparison with the Cambridge testing system is part of the study which has given rise to questions regarding the validity and reliability of the Swedish National test of English. The study was carried out through qualitative questionnaires and interviews aimed at 5 English teachers working within the Swedish School system. The findings of the primary data suggest that the test is, with the exception of its marking procedures, regarded highly by the interviewees. The results of the interviews and questionnaires also suggest that the common factor between teaching, testing and assessment of EFL (English as a Foreign Language) in the Swedish school system appears to be the syllabus and, thus, indirectly, the Common European Framework of Reference (CEFR).

The diploma thesis focuses on the so called "false friends" in contemporary Czech and Polish. Both languages are first introduced in the context of their linguistic and typological features as relevant to the subject of the thesis. Particular attention is paid to the differences between the two languages, and therefore possible language interferences. Furthermore, the paper discusses the issue of so called "false friends" and, based on the studies of E. Lotko, there were selected four types of false friends (grammatical (according to the grammatical gender of the noun), lexicographical, stylistic and valency false friends) and discussed more. Those lexical units are first characterized in general terms, and are then focused on the apecific "false friends" contained in the Common European Framework of Reference (levels A1-B1 for Czech as a foreign language). The second part of the thesis (based on the acquired theoretical knowledge) tries to design and recommend a methodology for working with so called "false friends" in the teaching of Czech as a foreign language to the target group of native Polish speakers. This includes worksheets for students as well as the methodology for teachers. Key words False friends, Interlanguage homonymity, Czech language, Polish language, Common European Framework of...

The presented thesis focuses on the analysis of selected Czech for foreigners textbooks in terms of socio-cultural competence. In the first three chapters the term of socio-cultural competence is explained and its definition in the Common European Framework of Reference and in the descriptions of reference levels A1, A2, B1 and B2 for Czech is examined. Chapter four deals with a chosen research method - criteria catalogue. In chapter five selected textbooks (Česky, prosím I, Čeština pro cizince: Úroveň B1, Čeština pro cizince: Úroveň B2, Čeština pro středně a více pokročilé, Čeština pro život, Čeština pro život 2, Mluvme česky) are analyzed separately and in chapter six individual results of previous examinations are compared with regard to how the publications contribute to the development of socio-cultural competence of students. 1

The diploma thesis Games for Vocabulary Revision at A2 level (according to CEFR) is focused on the possible ways how to use games for vocabulary revision in English language teaching at lower secondary schools. In the theoretical part there is mainly described the theoretical view on games and their importance for language teaching. There is a description of different kinds of games and their basic typology in general, the language game and its typology and also the theory of vocabulary revision. There are also described the several types of books written by different authors that can be used for vocabulary revision. The practical part is focused on the basic description of documents such as the Common European Framework of Reference for Languages (level A2), the Framework Educational Programme and the School Educational Programme, that were used in my project at lower secondary school. In the next part, there is a detailed description of the collection of games that were used in the lessons of English. These games were focused on vocabulary revision according to the particular coursebook in the particular class. The main aim of this diploma thesis is to discover if it is possible to include games to language teaching and if the game can motivate the pupils for their active participation in the classroom.

When it comes to the foreign language teaching in Sweden, there are, amongst others,  two recommendation direction documents that serve as help and support to achieve an appropriate acquisition and teaching of the foreign language. These documents are the courseplan for foreign languages by GY11 that is established by the Swedish department of education and the Common European Framework of Reference for languages, that’s been written by the European Council. In this essay, we have chosen to analyse wheather or not three Spanish textbooks, Caminando 3, Alegría 3 and Vistas 3, reflect the goals that are established in these two documents. When we analyse the textbooks we are only taking two aspects of language learning into account, these are the cultural aspect and the aspect of oral interaction. In order to complement the investigation we have handed out questionnaires to eight Spanish teachers, that work in a commune in the south of Sweden, where we ask them if they try to implement the goals established by these two documents in their teaching, if they have any knowledge about these documents, and whether they find that these three textbooks reflect these goals or not. The textbook analysis shows that all of the three books accomplish the goals set by the two direction documents when it comes to both aspects. According to our investigation the book that presents the best reflection is Vistas 3, which also is the only book published after the actualisation of the courseplan of GY11.                                                                        However, the majority of the teachers believe that they know the means of both direction documents. Even so, it is clear that the course plan is the document that is best known and that the mayority of the teachers have been educated about its goals, which is the opposite of the results of the same questions concerning the Common European Framework of Reference for languages. In addition, the majority of the teachers say that they do not try to implement the goals of this document in their teaching. Then again the results of the courseplan are different as it says that the majority of the teachers actually try to implement and take notice of this document, and its goals, in their teaching.           When it comes to the questionnaire results of the textbooks, Alegría 3 has the best results. It is considered to accomplish the established goals by both documents and to serve as a functionable tool in the teaching of the two aspects. The majority results of Vistas 3 and Caminando 3 is that they are only considerd to partly accomplish the goals of the documents of directions, and to partually serve as good tools in teaching of the two aspects. To sum up, the questionnaire results of Vistas 3 and the results of the analysis don’t correspond. This might be because of the lack of knowlede that one of the teachers, who wasusing this book, had concerning the documents of direction. In conclusion, it is important to remember that the textbooks shouldn’t be used as the only teaching material to follow the guidelines of the direction documents.

This dissertation concentrates on the development of writing skills in learners of Czech as a foreign/second language at A2-B2 levels. It aims to determine whether creative writing has positive influence on linguistic and discursive competence in acquiring Czech, as opposed to classic approaches. For these purposes, a probe was conducted in form of a one-semester qualitative action research. The sample consisted of 30 non-native University respondents. They were divided into two experimental and two control groups - with upmost regard to their comparability in terms of language levels, socio-linguistic parameters, the genres and topics assigned, as well as the number of lessons taught. In experimental groups, the writing skills was developed by the method of creative writing while the control groups were taught by means of traditional approach. After the semester, in case of experimental group I and control group I (at levels B1/B2), comparable increase in competences took place, therefore it can be concluded that the creative writing method may influence the development of the writing skills positively. In case of experimental group II and control group II (at levels A2/B1), the results are ambiguous. Nevertheless, the experimental groups̕ respondents had higher sureness in drafting.

The diploma thesis deals with the book genre Erstlesebuch (book for beginner readers) as educational material in the context of foreign language education at the levels of Basic Users (A0/1-A2). In the context of first language teaching, this specific genre belongs to the field of literature, the didactic of literature, and the didactic of reading. The goal of this diploma thesis is to present different possibilities of didactic activities with Erstlesebuch in the context of second language teaching and to formulate criteria for choosing an appropriate text. The theoretical part describes the context of foreign language education and the role of literature in this context, with consideration for the Common European Framework of Reference for Languages. The theoretical part also presents the specifics of the book genre Erstlesebuch itself. The empirical part of this thesis is based on several investigations: firstly on a complex analysis (readability and text structure) of six Erstlesebuch and secondly on empirical research in reading with schoolchildren at higher grades of an elementary school (children at the age of 13-15). These results are compared to the results of similar research done with Austrian beginner readers (children between the ages of 7 and 9). The final part of the thesis concludes...