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Raná výuka cizích jazyků v České republice na přelomu 20. a 21. století

100%
Najvar P.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2008
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vol. 18
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issue 2
37-51
EN
This paper deals with the topic of teaching foreign languages to young learners. Various research approaches and findings are discussed, especially those based on the concept of critical period. The paper also introduces the aims, design, methods and selected results of a study that was carried out by the author in the 2005/06 school year. The study examined the effects of early foreign language instruction upon the achievement of grade 8 pupils.
2
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Výuka cizího jazyka v raném věku

63%
Hanušová S., Najvar P.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2007
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vol. 17
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issue 3
42-52
EN
This paper deals with the topic of teaching English as a foreign language to young learners. It reports on two research projects that were carried out at the English department of the Masaryk University’s Faculty of Education under the roofing term of EVYL (English for Very Young Learners). Grade 8 pupils, as well as prospective students of the Faculty of Education were examined for the effects of being taught at an early age.
3
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Fenomén času v učení se cizím jazykům

63%
Najvar P., Hanušová S.
Studia paedagogica
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2010
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issue 1
65-83
EN
Time is often seen as an important factor in teaching English as a foreign language. In lay discussions (including those in the policy-making circles) the starting age is too often pinpointed as the decisive factor. Some classic experiments show that there might be a certain “time window” after the closure of which it is well-nigh impossible to acquire a language. Some other arguments include the fact that adults cannot dedicate much time to learning a language and therefore the free time that some children have too much of might be used. These arguments implicitly build on an assumption that the more time (years) one spends learning a language, the better user of the language one becomes; in other words, the sooner one starts learning a language in life, the more successful one will be at a given point in life (say at the school-leaving examination). However, empirical research shows that the issues behind language learning are far more complex than that and that it is essential to take into account many other factors like the nature of the processes of learning and acquisition, the environment in which learning takes place, and the learners’ motivation. The authors of the paper summarize recent developments in the discussion about the age as the factor in second language learning and discuss some of the decisions formulated on the policy-making level. It would seem that empirical research very often fails to be reflected in political documents
4
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Mezi praxí a teorií v učitelském vzdělávání: na okraj českého překladu knihy F. A. J. Korthagena et al.

51%
Slavík J., Janík T., Najvar P., Píšová M.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2012
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vol. 22
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issue 3
367-386
EN
This theoretical paper follows the publication of the Czech translation of the book by F. A. J. Korthagen et al. Linking practice and theory: The pedagogy of realistic teacher education. The paper consists of two parts. In the first part, the key (leading) ideas of Korthagen’s approach are introduced; the text is descriptive without the ambition to provide a critical analysis. Such analysis is the topic of the second part of the text. The authors revisit some of the ideas of Korthagen’s approach, analyse them and discuss them in a wider context of some newer approaches. They focus on three problem areas: (1) The nature of the relationship between practice and theory – underestimating Theory with capital T? (2) The importance of reflection in teachers’ professional development – deemphasising content? (3) Supporting professional learning – a limited view on supervision? Towards the end of the paper, the authors discuss how the presented ideas could inspire the practice of teacher education in the Czech Republic.
5
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The language of communication in English classrooms in the Czech Republic: Mixing languages

51%
Najvar P., Janík T., Šebestová S.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2013
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vol. 23
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issue 6
823-843
EN
The paper deals with classroom communication. More specifically, it focuses on issues connected with the usage of English as the target language and Czech as the mother tongue in lessons of English as a foreign language in primary and lowersecondary schools in the Czech Republic. 89 English lessons were analysed and the proportion between English and Czech used in the sample lessons was established in order to show how the two languages are mixed in the lessons. The analysis of the number of words uttered in the lessons showed that teachers used Czech more than English but students said more English words than Czech words. When operationalized in terms of time, the use of language was equally balanced between the target language and the mother tongue. Another perspective described in the paper is one of opportunities that the teacher creates for the students to practice diff erent language skills. Great diff erences in using the mother tongue and the target language were found between individual teachers, which is in line with the findings of a number of similar research studies. Towards the end of the paper, five typical situations of mixing languages are briefly presented.
6
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Příležitosti k rozvíjení řečových dovedností ve výuce anglického jazyka: samostatně anebo v integraci

51%
Šebestová S., Najvar P., Janík T.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2011
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vol. 21
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issue 3
322-348
EN
Contemporary approach to foreign language education is based on the communicative approach and the communicative competence as its goal. The question is, to what extent the goals are reflected in foreign language classes. The aim of the presented empirical study was to explore the quantity of opportunities which pupils have to develop language skills (listening, speaking, reading, writing) in Czech lower-secondary English classes. The research employs a video-based methodology. A research instrument – a system of categories based on the concept of language skills was developed. The research findings showed that pupils had more opportunities to use receptive skills (reading, listening) than productive skills (speaking, writing). Receptive skills were more often than productive skills used in separation. All language skills were often used in integration but there were not many opportunities for pupils to engage in more complex activities integrating three or four language skills.
7
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Expert Teachers’ Interactive Cognition: an Analysis of Stimulated Recall Interviews

51%
Tůma F., Píšová M., Najvar P., Janíková V.
The New Educational Review
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2014
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vol. 36
289-299
EN
The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers’ lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.
8
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Kurikulární reforma na gymnáziích: výzkumná zjištění s doporučení

45%
Janík T., Knecht P., Najvar P., Píšová M., Slavík J.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2011
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vol. 21
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issue 4
375-415
EN
The paper presents the main research findings and recommendations concerning the implementation of curricular reform in upper-secondary comprehensive schools. The authors analyse ten problem areas of curricular reform, as they were captured in the Kvalitní škola research project. (1) There is no (shared) understanding of the key ideas and concepts of the reform; (2) Discussing the reform: participants and their non-voices; (3) The problem of language, of ’understanding’; (4) Doubts about what is being reformed; (5) When what-is-being-implemented has been implemented: the problem of coordination; (6) Conditions of implementation; (7) Ambiguous acceptation of the reform on the part of teachers; (8) Two-level curriculum: state-level and school-level curriculum as the key elements of the reform; (9) Teachers making a curriculum: doubts and hesitation; (10) Realising curriculum: formalism or a route to the new culture of teaching and learning. Towards the end of the paper, the authors summarise recommendations for the participants on different levels of the reform. They also suggest an outlook for future research in this area.
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