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31	Předposlechová fáze ve výuce poslechu u dospělého žáka na úrovni A2 - B1. / The Pre-listening Stage in L2 Listening Instruction to A2 - B1 Adult Learners. Ždímalová, Hana January 2014 (has links) The Pre-listening Stage in L2 Listening Instruction to A2 - B1 Adult Learners By Hana Ždímalová This dissertation deals with listening instruction to adult EFL learners in the Czech Republic and the phenomenon of pre-listening, which is currently under-researched. It examines adult EFL students' perspectives and perceptions of listening instruction and of the inclusion of different pre-listening techniques, particularly at CEFR A2-B1 proficiency levels. The theoretical part of the study focuses on current developments in listening research and the historical context of the development of listening instruction in classical FLT methodology. The pre-listening stage has been integral to L2 listening instruction since the beginning of Communicative Language Teaching. However, some controversial issues have recently been raised. For example, teachers are sometimes suspected of spending too much time on the pre- listening stage (Field 2002; 2008) and the overall usefulness of previewed comprehension questions in testing listening has been challenged (Sherman 1997). Moreover, adult students' listening needs and their perceptions of listening instruction have not yet been thoroughly researched (Graham 2006; Graham and Macaro 2008). This study argues that we should ask the students about their perceptions...
32	Die fehleranalytische Relevanz der prädominanten Spracherwerbshypothesen / Untersuchung des Fehlererklärungspotentials der Kontrastiv-, der Identitäts- und der Interlanguagehypothese auf Grundlage einer Analyse linguistischer Fehlleistungen deutscher Muttersprachler beim Erwerb des Englischen / The error analytical applicability of the predominant language acquisition hypotheses / Comparative examination of the error explanation potential of the contrastive, identity and interlanguage hypotheses based on the analysis of linguistic errors made by native speakers of German when acquiring the English language Achten, Michael 24 July 2006 (has links) No description available. 420 Englisch Philosophy Auslassungsfehler Deutsche Englischlernende Erstspracherwerb falsche Freunde Fehler Fehleranalyse Fehlerentstehungsfaktor Fremdsprachendidaktik Hinzufügungsfehler Identitäts-Hypothese Interlanguage-Hypothese Interlinguale Interferenz Intralinguale Interferenz Kommunikationsstrategien Kontrastivhypothese Kontrastmangel Lernstrategien Lexik Linguistik Morphologie Orthographie Spracherwerb Spracherwerbsforschung Spracherwerbshypothesen Substitution Syntax Zielsprache Zweitspracherwerb addition errors contrastive hypothesis didactics of foreign language learning error error analysis error sources false friends first language acquisition German learners of English interlanguage hypothesis interlingual interference intralingual interference L1=L2 hypothesis lack of contrast language acquisition language acquisition hypotheses language acquisition research lexis linguistics morphology omission errors orthography second language acquisition strategies of second language learning substitution syntax target language 17.31 Spracherwerb
33	Jazyk českých knih historiografických zápisků "dlouhého" 18. století / Language of Czech books of historiographic notes from the "long" 18th century Timofeev, Dmitriy January 2018 (has links) Keywords "Long" 18th century; 18th century; Baroque; Enlightenment; Czech National Revival; history of Czech language; development of Czech language; Czech language in the Baroque period; Czech language in the times of the Czech National Revival; Czech language in the "long" 18th century; manuscript; scribe's usage; cultural Czech language; books of historiographic records; historiography; "folk chronicles"; gramatography; grammar books; Baroque stylistics; Baroque rhetoric; history of spelling; development of spelling; history of phonetics; development of phonetics; history of morphology; development of morphology; development of the lexis; Chlumec nad Cidlinou; Kutná Hora; Milčice; Nové Strašecí; Pelhřimov; Roudnice nad Labem; František Šolc; Vojtěch Kegler; František Jan Vavák; Filip Ignác Dremsa; Antonín Štěpán; Vojtěch Jílek; Václav Preinhelter. Abstract The traditional view describing Czech literary works written in the period from the late 17th century to the end of 18th century as signs of decline in the level of Czech language and literature has been successfully overcome by linguists over the past few decades. However, most papers covering the topic were focused on prints; handwritten sources are being analysed marginally and unsystematically. The aim of this dissertation is to provide a more...
34	An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school Creighton, Graham Robert 10 1900 (has links) In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects. This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English. / Linguistics and Modern Languages / M.A. (Applied Linguistics) English as a second language (ESL) First language (L1) General service vocabulary Academic vocabulary Technical vocabulary Word family High-frequency vocabulary Mid-frequency vocabulary Low-frequency vocabulary General service list (GSL) Academic word list (AWL) Content words Controlled productive vocabulary Formulaic sequences Function words Headword Lemma Word family Word frequency Technical vocabulary English for academic purposes (EAP) Incidental learning Intentioal learning Lexis Collocation Lexico-grammar Concordance Quantitative research Qualitative research Corpus-driven approach Corpus-based approach 428.1 Vocabulary -- Study and teaching English language -- Word frequency English language -- Study and teaching Communicative competence

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