The thesis deals with active vocabulary related to the perception of solid objects by 5-6- year-old children. The main objective of this thesis is to map which verbal expressions the children use when recognising, comparing and identifying solid objects, how they are able to cope with the deficit of the respective vocabulary, what details they notice most often in describing, identifying and comparing solid objects, or what is most easy for them and, by contrast, what they are not able to express in words. To meet this objective, an experiment method was applied. The experiment was conducted in two kindergartens according to the scenario prepared in advance, using a set of wooden solid objects, which the children were to identify, describe and compare. The contribution of the thesis consists in the fact that it addresses the topics related to pre- school age, which are not elaborated in more detail in the available literature.

This thesis deals is focused the application of general individualization strategies during work in the regular primary school classroom where pupils with learning diasabilities and specific behavior are integrated. Its aim is to describe the way the teacher tries to find optimal solutions using a form of action research. It deals with the status of these pupils in the class. What is their attitude and how they are motivated for school work. It traces how is the process perceived by pupils themselves, by thein schoolmates and thein parents. Perception of their problems by classmates and their parents. It reflects how the choice of the strategy affects the level of professional competence and teaching style of the teacher. It describes the benefits and risks associated with the integration of children with learning disabilities in the common classroom. It maps the possible strategies of differentiation and individualization of teaching methods and strategies that support students with learning disabilities an specific behavioral. It deals with the requirements for the competence of teachers. Keywords: inclusion, individualization, work methods, language and communication skills, a student with learning disabilities and behavior

The main theme of the thesis is the acquisition of French language in language courses in French-Czech club in Kladno. The thesis is divided into three principal parts. In the initial one we present the institution of French-Czech club in Kladno. In addition we mention also the partnership between Kladno city and Vitry-sur-Seine in France. The main aim of the thesis are the French language courses organized by the French- Czech club in Kladno. We deal with every single course in the club, we mention the visitors of this courses and also the motivation of these students. But the thesis concern the most the caracteristics of textbooks and workbooks used in the process of teaching French in French- Czech club in Kladno. In the courses, there are two types of textbook used in the French language courses - Czech-written and French-written textbooks. Between Czech-written textbooks, we mention ON Y VA! 1. (J. Taišlová; 2007), that is based on the structural-notional compromise combined with the situational principle. Between French-written textbooks used in French language courses in French-Czech club in Kladno, we characterize the first volume of Alter Ego (C. Hugot; V.M. Kizirian; M. Waendendries; A. Berthet; E. Daill; 2012). Alter Ego textbook employs the principles of the Common European Framework of...

The aim of this master's thesis " education of German language on secondary schools" -

The diploma thesis offers an analysis of a unique set of texts. The analysis explores the language devices used in the composition of the texts. The set of texts includes a short story Groza by Vladimir Nabokov and its translations. The short story was originally written in Russian, and then translated by the author into English. There exist two Czech translations, one from Russian, one from English. The thesis presents a theoretical framework for the analysis. It is composed of two parts. The first one summarizes the most frequent translation related changes in meaning. The second one compares Nabokov's theory and practice of translation. The theoretical framework is applied to the comparison of the target-language texts with the source-language texts, as well as to the comparison of the two translations from different source-language texts. Comparison of the results of the analysis with the hypotheses stated in the Introduction affirms the movement of the meaning towards stylistic neutrality and shows the influence of the source-language upon the target-language. On the other hand it rejects the statement that Nabokov as a self-translator wanted to preserve the literary qualities of the text, being ready to sacrifice its language qualities. Keywords: comparative analysis, language devices,...

The thesis The use of language in modern internet journalism in comparison with print focuses on use of language in texts on the Internet and in print media. The texts which were selected for exploration are movie reviews. The theoretical part describes the terms used in the work (film review, internet journalism, etc.). It also tries to clarify the issue of Internet publishing and the differences between online publishing and printed media. It then briefly describes the history of the Internet and its establishment as a counterpart to the printed media. It also deals with the description of the media from which the texts were sourced. The practical part presents the results of the analysis. The work compares the differences in texts published on the Internet and in printed media, as well as the advantages of online publishing - with all the potential of hypertext. The concluding part of the work evaluates whether the researched articles are different and how.

The aim of this study is to compare and contrast the use of hyperbole or exaggeration in spoken Czech and English language. The research is based on comparative approach to two samples accounting for 100 hyperbolic instances in Czech and 100 instances of hyperbole in English. The Czech sample has been randomly excerpted from the oral part of the Czech National Corpus ORAL2008, whereas the English sample has been randomly excerpted from the "spoken context-govern" and "spoken demographic" sections of The British National Corpus. The two samples are subject to analysis. Firstly, the formal realization of hyperbole is examined. Secondly, the occurrences are classified semantically (quantitative versus qualitative hyperbole) and, thirdly, the lexico-semantics is examined (hyperbolic source domains). By this, the present study tests the hypothesis of universal hyperbolic source domains by examining the situation in Czech and English. Finally, the occurrence of conventionalized instances of hyperbole as opposed to creative instances of hyperbolic nonce-usages is examined. Last but not least, it is the aim of this study to provide the overall frequency figures of hyperbole in both languages.

In this thesis the author deals with the issue of language reform of Norwegian in the 20th century, especially bokmål form, and the current language situation. It is focused on the reform of 2005, which is thoroughly described. Based on this description the author argues against the effects of reform and makes suggestions for resolving the further progress of Norwegian orthography both in terms of language users and students with Norwegian as a foreign language. The result of this thesis is a description of the linguistic situation in Norway after the reform in 2005.

Language education permeates all nursery school activities. Theoretical part of this thesis is devoted into three parts: developing the language skills of preschool children, speech and language development in preschool children at home and in the nursery school, the proper development of speech at all language levels. I deal with the processing of language education in the current curriculum for preschool education, language competence, which should preschool child handle before attending primary school. I clarify the terminology, language education and the development of pre-reading skills, I give reasons for the importance of education before a child learns to read. I emphasize to familiarizing children with the book, the correct speech pattern of nursery school teachers. At the end of my work I deal with speech and learning disability dyslexia. In the practical part of my thesis I demonstrate created project of the development of language education which permeates controlled and free activities in a nursery school. In the project I want to show you how I have practically developed language and pre-reading skills of children before attending primary school.

This diploma thesis is concerned with the level of knowledge and use of selected alternative teaching methods - Suggestopedia, Total Physical Response (TPR), Community Language Learning (CLL), The Silent Way and Act&Speak method among the teachers of foreign languages of adults in Prague. For better orientation, it can be divided into two parts - theoretical and practical. In the theoretical part, I focus on the situation of foreign language education and foreign language policy of the European Union and the Czech Republic. Also, I define what is meant by the concepts of didactics of foreign languages and methods of foreign language teaching so that I can describe the traditional foreign language teaching methods (direct methods, indirect methods and eclectic methods) and alternative methods in the other section. In the practical part, I approach with the assumption that the teachers of foreign languages of adults in Prague do not know and do not use the selected alternative methods. These and other hypotheses were verified by a quantitative survey (questionnaire) which also examined whether there is a correlation between the teacher's education, length of the teacher's lecturing practice, a place of carrying out teaching activities and knowledge and using these alternative methods. All were...