The purpose of this survey is to examine the approach teachers in primary school takes on grammar teaching. This study is based on interviews with nine qualified teachers whom are all working with children in the age span of six to nine years old. The study shows that there are uncertainties around the concept of grammar and which parts of the grammar teaching that should be prioritized when teaching younger students. It also shows that despite the uncertainty regarding the concept of grammar the teachers all agreed that teaching how we use our language to communicate, both verbally and in writing, is important. The interviewed teacher all varied the way they teach grammar depending on how they defined the concept of grammar teaching. Nevertheless, they all agreed that teaching the language structure is beneficial to language development.

Whereas in Czech there are three verb moods, in French a fourth one is to be found, being defined as the "subjunctive mood". The subjunctive does not exist in Czech which often makes it hard to handle by students as well as teachers. The main aim of the thesis is to map the ways of presenting the French subjunctive verb mood in selected grammar handbooks intended for students and teachers of French and outline the different approaches to describing its parameters. Subsequently, the second objective here is to analyse the methods of presenting the subjunctive in selected textbooks and workbooks used when teaching French at Czech schools. The thesis is divided in three parts. In the initial one, the different approach to presenting the subjunctive in the referential grammar book of P. Charaudeaua - Grammaire du sens et de l'expression is analysed together with the ones applied in the FLE grammar books by G. D. de Salins - Grammaire pour l'enseignement/apprentissage de FLE, M. Callamand - Grammatique vivante du français and in the slightly different grammar book by A. Monnerie-Goarin - Le français au présent. To be able to meet the target of the analysis and find out how a verb mood of a typologically different language is presented to an exclusively Czech audience, the Czech-written grammar book of...

Denna undersökning syftar till att undersöka hur lärare förhåller sig till, definierar och undervisar i grammatik med de yngre åldrarna och de svårigheter som lärarna stött på i sin grammatikundervisning. Denna undersökning baseras på intervjuer med sex behöriga lärare i årskurs 1–3, varav en speciallärare som tjänstgjorde på samma skola i förskoleklass. Som komplement till den del av lärarintervjuer gjordes också en översiktlig läromedelsanalys utifrån läromedel som lärarna uppgav att de använde i grammatikundervisningen. Grammatik och grammatikundervisningen är ett omdiskuterat ämne, även om diskussionen inte är så uttalad när det gäller undervisning på lågstadiet. Sammantaget visar undersökningens resultat att de deltagande lärarna ser begreppet grammatik som ett diffust begrepp och det definieras också olika av lärarna. Det framkom även stora variationer när det gällde lärarnas attityd till begreppet grammatik och grammatikundervisning som något svårt och tråkigt eller som något som de anser är enkelt och meningsfullt. Däremot råder samstämmighet hos deltagarna om att grammatik och grammatikundervisning är viktigt för elevernas språkutveckling. Läromedelsanalysen visade att det i vissa läromedel tydligt framgick grammatiska inslag och grammatiska begrepp användes, medan det i andra läromedel inte gick att urskilja de grammatiska inslagen. / The purpose of this survey is to examine the way teachers relate to, define and teach grammar to pupils of the younger grades and the difficulties they encounter in teaching grammar. The research is based on interviews carried out among six licenced teachers, all employed in the same school and of whom one is a special education teacher. They teach classes in pre-school and primary school, grade 1¬3. Complimentary to the interviews, a general analysis of the teaching material used in their teaching, was carried out. Grammar and grammar teaching is a widely discussed topic, even if little is said about grammar teaching in the younger years. Altogether, the results of the study show, that the teachers taking part in the study regard grammar as a vague and unspecific term and the teachers define the concept of grammar differently. Another conclusion was that the attitudes towards grammar among the teachers varied widely. Some consider grammar difficult and boring while others believe it to be meaningful and easy to grasp. On the other hand, the teachers taking part in the survey agreed upon the importance of grammar and grammar teaching in the linguistic development of the pupils. The analysis of the teaching materials showed that some materials cover grammar as an clearly defined topic and formal grammatic terms were consciously used, while in others formal grammar as a topic was less evident.