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French Language Teaching within the Czech Education System 1870–1930: school System, Official Teaching Methods and Textbooks

100%
Prošková A.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2014
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vol. special issue
108-124
EN
The aim of the present paper is to specify the position of French language teaching within the Czech education system in the 1870s–1930s. The period was marked by important education reforms concerning not only the school system and the general structure of subjects taught, but also the official methods used in foreign-language teaching. The changes in society, culture and education led to what is today called the Golden Age of Francophony in Bohemia, a time when French language dominated as the language of diplomacy and of the cultural and social elite. It also represented the second most widely-studied foreign language at Czech secondary schools besides German. The status of French-language teaching is presented from three different perspectives. Firstly, we focus on specific types of schools where French language had appeared for the first time as a regular subject, then on the most important education reforms which had led to the development of these schools. Secondly, we analyze the official or otherwise influential methods of teaching modern languages used in the Czech educational environment, and finally we briefly present the corpus of period French-language textbooks which is currently being analysed within our dissertation thesis research. The contribution is largely based on primary-source texts: Methodology of French and German Languages from 1916 and on Methodology of French Language published in 1926 by professor and methodologist Jaroslav Otakar Hruška, who was also the author of the so-called Mediation or Analytic-Synthetic Method (metoda zprostředkovací), as well as on selected works on the history of pedagogy and on analyses of the most frequently used period textbooks.
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« D’abord comprendre, puis apprendre ». À propos des manuels de FLE du point de vue de l’intertextualité

84%
Prošková A.
Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)
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2015
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vol. Special Issue: Le monde de la litérrature
214-222
EN
The objective of the following contribution is to present an original point of view on language textbook analyses influenced by approaches commonly applied in the domain of literary science to describing complicated relations which exist between different types of literary texts. Firstly we mention traditional approaches to pedagogic research used in textbook analyses in the Czech education environment and their restrictions. The second part of the contribution focuses on the possible applications of the concept and typology of intertextual (transtextual) relations formulated by Gérard Genette in his work Palimpsestes : la Littérature au second degré to the analysis of texts and intertextual relations comprised in language textbooks. Finally we try to show how this approach to textbook analysis can enrich existing textbook research by providing concrete examples from the French language textbook Alter Ego + A2.
3
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Praktyka (glotto)dydaktyczna z perspektywy naukowej: poszukiwanie nowych inspiracji, rozwiązań i metod w procesie kształcenia

67%
Pałuszyńska E., Gaze M.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2021
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vol. 28
9-19
EN
The article presents the assumptions, theses, concepts and postulates of the papers published in the 28th volume of the “Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców” journal under the title “Komunikacja – język – kultura. Nowe ścieżki w glottodydaktyce polonistycznej”. The authors of the discussed texts focus on such issues as: diagnosing the levels of language proficiency, intercultural communication, teaching groups from specific countries and cultures, teaching groups with special educational needs, new solutions in the methodology of teaching subsystems and skills, genres, texts and content teaching, new techniques in remote teaching. 
PL
W artykule zostały przedstawione założenia, tezy, koncepcje i postulaty prac zamieszczonych w 28. tomie czasopisma „Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców” zatytułowanym Komunikacja – język – kultura. Nowe ścieżki w glottodydaktyce polonistycznej. Autorzy omawianych tekstów koncentrują się na takich kwestiach, jak: diagnozowanie poziomów biegłości językowej, komunikacja międzykulturowa, nauczanie grup pochodzących z określonych krajów i kręgów kulturowych, nauczanie grup o specjalnych potrzebach edukacyjnych, nowe rozwiązania w metodyce nauczania podsystemów i sprawności, gatunki, teksty i treści nauczania, nowe techniki w nauczaniu zdalnym.
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K jednomu aspektu evropanství a světovosti češtiny

67%
Hrdlička M.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2017
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vol. 8
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issue Zvláštní číslo 2017
9-22
EN
This paper aims to commemorate, on the seven hundredth anniversary of the birth of Emperor Charles IV, significant milestones in the history of Czech language, to point toward the usage of Czech in the present day and to recognize the yet underutilized possibilities of onomasiological description of the spoken system of Czech as it relates to non-native speakers. This work would contribute to more effective teaching of Czech as a foreign language, especially for non-Slavic speakers. This paper is focused on (a) the presentation of significant language rules related to Czech and the role of Czech in communication (reminiscent of the Golden Bull of Charles IV, which established Czech as one of the official languages in the Holy Roman Empire). Next the paper examines (b) types of grammatical description (the synchronic and diachronic approach, as well as comparative, descriptive, prescriptive, or semasiological grammar) with emphasis on both general and specific qualities of pedagogical grammar (reduction and simplification of curriculum, the cyclical nature of grammatical interpretation, efforts toward understandability and learnability, application of curriculum, and pragmatism). Attention is then dedicated to (c) problematic explanations of Czech grammar in textbooks of Czech for foreigners (formalism, disproportionate attention to morphology and syntax, and similar issues). The paper concludes by considering (d) the advantages and possibilities of onomasiological description of the grammatical system of Czech, beginning with what languages have in common (the semantic dimension) and ending with how they differ (formal representation of meaning and the functions of communication). Onomasiology allows for the introduction of competing ways to express grammatical categories (varied frequency, stylistic connotation, among others). This method contributes to the effective interpretation of grammatical categories that do not have a parallel between the source and target languages. In regard to the methodology of this text, the analysis of scientific literature and textbook material is used, and the benefit of the onomasiological approach is hypothesized.
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