Publication details
Organizační formy, fáze výuky, učivo a rozvíjené dovednosti v cizojazyčné výuce z hlediska autonomního učení (zpráva z výzkumu)
| Title in English | Forms, content, phases, competencies in the foreign language training from the point of view of autonomous learning (research report) |
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| Authors | |
| Year of publication | 2006 |
| Type | Article in Proceedings |
| Conference | Sborník z konference Autonomie v procesu učení a vyučování cizího jazyka |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | foreign language teaching - forms - instructional phases- methods - learning content - competencies - observation - research |
| Description | The article presents results of a pilot study based on structured observation of variability of instructional forms, instructional phases and the learning content and competencies that are realised within the phases and forms. Observed categories were instructional forms (whole class working, groups, pairs, autonomous working), instructional phases (new content expo-sure, practicing, revising, controlling), learning content (grammar, vocabulary, pronunciation, cultural and geographical information about the country and the language), competencies (reading, writing, listening, speaking). 112 lessons of German and English as foreign lan-guage at the primary and secondary level were observed. The most used form seems to be teaching the whole class together, nevertheless the language classes were quite small (mean 13 pupils). But the differences between preferences of forms, phases and content were not statistically significant. In the most lessons occurred the phase practicing, which seems to be typical for Czech Republic - even in language learning lessons (see TIMSS). The develop-ment of competency speaking occurred only in 20% of the observed lessons. Only in 20% of lessons were not used writing - mostly it is used for practising grammar and vocabulary, not in the sense of developing the competence its elves. The learning content vocabulary occurred most often, before all at the elementary school level and grammar. Pronunciation was in the half of observed lessons. The research shows some differences between English and German lessons which may depend on the nature of the language and differences in theories of teach-ing the languages. Significant differences in instructional forms and learning content were also found between lessons at základní škola (primary and lower secondary schools) and up-per secondary schools. At the základní škola were much more realised vocabulary and teach-ing the whole class. |
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