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Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study

of How Students Responded to the Use of Weblogs as a Pedagogical Tool for the Writing Process Approach in a Community College ESL Writing Class, PhD Thesis, University of Texas. Karavas, E. (2015). ELT Methods and Practices. Dealing with Reading Skills, at http://opencourses.uoa.gr/courses/ENL12/ , retrieved on 20 March 2019. Kennedy, K. (2003). Writing with Web Logs, at https://www.techlearning.com/ , retrieved on 15 March 2017. Mayring, P. (2000). Qualitative Content Analysis. FQS, 1, 2, 1-10. Mihara, K. (2011). Effects of Pre

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Test Banking in English for Medical Purposes (Dentistry)

. Cambridge university press. Scott, M. (2012). Lexical Analysis Software WordSmith Tools version 6. The British National Corpus < http://corpus.byu.edu/bnc > Vaughan, E., & Clancy, B. (2013). Small corpora and pragmatics. In Yearbook of Corpus Linguistics and Pragmatics 2013 (pp. 53-73). Springer, Dordrecht.

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Teaching Medical English through Professional Captioning Videos

. Retrieved from https://ec.europa.eu/research/social-sciences/pdf/policy_reviews/development-of-european-identity-identities_en.pdf . Sydorenko, T. (2010). Modality of Input and Vocabulary Acquisition. Language Learning and Technology , 14 (2), 50-73. Vanderlplanck, R. (2016). Captioned Media in Foreign Language Teaching: Subtitles for the Deaf and Hard-of-Hearing as Tools for Language Learning . London: Macmillan.

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A critical look at the portfolio as a tool for teacher cognition at pre-gradual level: perceptions of students

Teacher. Marzano Research. Newby, J. et al. (2007) European Portfolio for Student Teachers of Languages: A reflection tool for language teacher education. Available at: http://www.ecml.at/epostl Píšová, M. ed. (2007). Portfolio v profesní přípravě učitele. Pardubice: Univerzita Pardubice. Pollard, A. et al. (2008). Reflective Practice: Evidence-informed Professional Practice , London: Continuum, Richards, J. C. & Lockhart, C. (1994). Reflective Teaching in Second Language Classroom . Cambridge University Press, Spilková, V. (2007

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Intercultural competence of first year students of English at the Faculty of Education, Masaryk University: a report of research

. DEARDORFF, D. K. (2009). Exploring interculturally competent teaching in social sciences classrooms. ELiSS, 2(1). Retrieved May 10, 2011. Available at: http://www.unc.edu/world/Vol2_1_Deardorff.pdf FANTINI, A. E. (2000). A Central Concern: Developing Intercultural Competence. In A. E. Fantini (Ed.), About Our Institution (pp. 25-42). SIT Occasional Papers Series. Brattleboro, VT: The School for International Training. FANTINI, A. E. (2006). Assessment Tools of Intercultural Communicative Competence. Retreived August 10, 2013. Available at

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Visual advertisements: a tool for English language teaching?

Abstract

Advertising as one of the phenomena of modern times is often an inseparable, though undesirable part of our everyday lives. Current trends indicate that there are still more and more anglicisms, internationalisms, and particles of different cultures penetrating billboard advertisements in many towns and cities around the world, and Slovakia is no exception. The crucial question of this article is: How is it possible to use advertisements in English language teaching and learning? To answer this question, the examination is focused on: (1) defining the role and characteristic traits of advertisements; (2) searching for the linkage between the psychological principles of advertising and psychology of learning foreign languages; (3) the frequency of anglicisms and internationalisms in billboard advertisements in particular areas of selected Slovak cities; (4) concrete suggestions for teaching practice based on the previous findings.

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Preferences for activities in French textbooks used in Slovak secondary schools analysed with Birova´s Communication Curve Tool

Abstract

Which textbooks are used in French classes? Can the struggle to choose a good textbook affect the communication procedure in French? What is the proportion of language, intercultural and communicative activities in selected textbooks? What are the reasons for purchasing language-based and communication-based textbooks? The present study explores these questions and presents results with broad implications for teachers of French at secondary schools. It points out some significant markers such as textbook type activities preferences and arguments for choosing textbooks for French classes.

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Prolegomena to the epistemology of languages for non-specialists: the example of CLIL

Abstract

CLIL has attracted the attention of LSP teachers worldwide and generated much literature. As a teaching and learning tool, it is frequently referred to in pedagogy, but a lot less in the epistemology of didactics. The present contribution aims to show how CLIL is an interface between conceptual research and practical implementation but that it cannot serve as a conceptual tool in the shaping of didactics as a field of research. Instead, concepts should be understood as context-dependent; they also vary with the subject matter to which language is connected (English for law differs from English for science) and therefore need the contribution of human sciences to emerge in their own rights.

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The reception of antiquity in nineteenth-century British literature – an attempt at theoretical synthesis

Abstract

The aim of the paper is to make an attempt of theoretical synthesis connected with the idea of reception studies. It presents major aspects which are crucial for understanding the reception studies, especially for the reception of antiquity in Victorian literature (for instance chosen critical approaches to literature, contemporary tools for conducting the research like intertextuality). The paper also presents definitions of classics, classical tradition and reception and tries to explain why Victorian times and literature are a perfect research material to examine the reception of antiquity.

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Expert-lay interaction in jury trials (case study of closing arguments)

Abstract

This study arises out of the intention to examine the features of expert-lay interaction in a jury trial. The paper studies closing arguments constructed by legal experts as possible worlds which would be attractive for jurors. Theory of possible worlds is employed to present discourse practices as versions of the real world which may overlap, supplement or contradict one another. Legal experts construe and present possible worlds to jury members who deliver verdicts on the case, i.e. possess decisional power. Efficient involvement of jurors into the possible world constructed by the legal expert signals formation of discourse of concord. In order to make their own possible world more credible than the world of the procedural opponents, legal experts employ different interaction tools: description of legal concepts, empathy, appeals to social values, imperative and question utterances, personalization.

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