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2 Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)

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K možnostem stylistického hodnocení jazykových prostředků v mluvených projevech učitelů základních škol

100%

Jindráček V.

Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)

2020

tom 81

nr 1

31-64

In the present study, the author seeks to explore features peculiar to spoken language in Czech schools. For this purpose, the system of stylistic classification of linguistic items proposed by J. Homoláč and K. Mrázková is used. This system is based on an understanding of the Czech language situation as consisting of two basic sets of communicative situations: (1) everyday communication and (2) the realization of higher communicative aims. Data for the present study comprised 31 audio-recordings of classes in grades 6–9 conducted in Czech schools: the participants were 4 teachers and their pupils (aged 11–15). This material was described using the following criteria: (1) everyday communication or institutional communication, (2) the position of the linguistic item on the axis of high, medium and low style, (3) expressiveness of the linguistic item, (4) typically Bohemian or Moravian use. The analysis shows that the stylistic classification of linguistic items in these spoken texts should reflect criteria derived from the description of communication situations rather than their link to structural varieties of Czech (Standard Czech or Common Czech).

Střídání kódů ve výuce angličtiny u učitelů-expertů pohledem konverzační analýzy

80%

Tůma F.

Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)

2017

tom 78

nr 4

283-304

The present study addresses the phenomenon of code-switching in English as a foreign language (EFL) classrooms. Theoretically and methodologically, the study builds on Auer’s sequential approach to code-switching, which employs ethnomethodological conversation analysis and views instances of code-switching as potential contextualization cues. The aim of the presented analysis was to uncover how the teachers and pupils used code-switching as a contextualization cue in frontal teaching. The data comprised 13 video-recordings of EFL classes in grades 6–9 conducted in Czech schools. The participants were 13 expert teachers and their pupils (aged 11–15 years). The analysis shows that the participants used code-switching (1) to engage in asides, (2) to conduct repair work and (3) to check understanding and emphasize what was said. The outcomes reveal some aspects of expert performance in teaching English as a foreign language.