This thesis presents different points of view on vocabulary. Its aim is to define its role in language teaching. There are four main chapters in the theoretical part: history of methodologies, psychological and neurolinguistic aspects of teaching, fields of vocabulary knowledge and finally stages of vocabulary teaching. The work addresses both the historical development and current tendencies. In the practical part, we first made a didactic analysis of selected textbooks which deal with vocabulary. Furthermore, a selected range of vocabulary (family) was analysed according to the techniques of introducing, semantisation and practicing activities. Several shortcomings were revealed, such as lack of information about the pronunciation, word grammar, register, audio recordings and especially dearth of language skills nowadays often emphasised in Europe. The last part of this work was to create a separate file for teaching the topic of family, so that on the one hand it corresponds to the theoretical knowledge and on the other hand, is based on an analysis of textbooks. Therefore it was possible to demonstrate their applicability to the given range of vocabulary. The aim of the thesis was to define the role of vocabulary in teaching, which we did not do only in methodology, but also in linguistics and...
| Identifer | oai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:335868 |
| Date | January 2015 |
| Creators | Havránková, Anna |
| Contributors | Klinka, Tomáš, Šuman, Záviš |
| Source Sets | Czech ETDs |
| Language | French |
| Detected Language | English |
| Type | info:eu-repo/semantics/masterThesis |
| Rights | info:eu-repo/semantics/restrictedAccess |
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