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K neekologičnosti manipulace

100%
Štěpáník S.
Z Teorii i Praktyki Dydaktycznej Języka Polskiego
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2022
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vol. 31
1-10
EN
The paper presents the necessity of implementing ecolinguistic topics into L1 teaching. It takes Instagram posts of Czech, Polish and Slovak influencers as an example and shows that manipulation techniques overreach the boundaries of countries and languages. If we accept the thesis that manipulation is dominantly a non-ecological phenomenon, which threatens the life of wider ecosystems, the reaction of school is inevitable, especially because children and youth form a highly vulnerable group.
PL
W artykule przedstawiono konieczność wprowadzenia tematyki ekolingwistycznej do nauczania języka ojczystego. Na przykładzie postów i wpisów na Instagramie dokonanych przez czeskich, polskich i słowackich influencerów pokazano, że techniki manipulacyjne przekraczają granice krajów i języków. Jeśli przyjmiemy tezę, że manipulacja jest w znacznej mierze zjawiskiem nieekologicznym, tj. zagrażającym życiu większych ekosystemów, to konieczna jest reakcja szkoły na tę sytuację, głównie dlatego, że dzieci i młodzież to jedna z grup szczególnie podatnych na zagrożenia.
2
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Skills and Knowledge about Language in the Czech Context

100%
Štěpáník S.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
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2017
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vol. 8
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issue 227
26-34
PL
Knowledge about language and its relation to communication skills (or competency) development has been a current topic of L1 didactics not only in the Czech Republic for decades. How much and what kind of knowledge about language do our pupils need? And how does this knowledge align with the development of communication skills? The paper analyses the phenomenon described above in both the historical and contemporary perspective focusing specifically on the situation in the Czech Republic, but also putting the issue in a broader international context.
3
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Příklad výzkumu žákovských představ v české syntaxi

100%
Štěpáník S.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 1
111-127
EN
The aim of the paper is to describe research into secondary-school-student’s conceptions of the selected content matter – the relations in compoundsentences – and to reflect the current approach to teaching it. The model of educational reconstruction as described by Jelemenská, Sander and Kattmann (2003) has been chosen as the research framework. First, the research problem is described on the general level, and then it is put into school context. Next, methodology and outcomes of the research are described. Last, the outcomes are summarized and discussed and the author gives recommendations for teaching. The outcomes of the research show that the contemporary process of teaching the matter does not satisfactorily reflect the students ́ communication experience and their prior knowledge, and does not match the demands of modern Czech language teaching as it ignores the communication aim. Moreover, the controversies seen among linguists, which are simplified for school purposes, have also appeared in thinking of the research subject. The research suggests that work with authentic language material as a living organism is essential in language teaching. This material behaves according to certain rules which can be grasped more easily if teaching works with the students’ prior language knowledge as mother-tongue speakers, and supports their genuine understanding of the content on the basis of intensive cognitive work.
4
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Percepce výslovnostních chyb učiteli českého jazyka

63%
Vlčková-Mejvaldová J., Štěpáník S.
Bohemistyka
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2019
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issue 2
239-268
EN
Pronunciation is one of the basic characteristics of one’s speech culture. L1 teaching should lead to the development of speaking skills, whose part is also mastering the orthoepic norm. One of the preconditions of that is the teachers’ subject matter knowledge, their own practically mastery of Czech orthoepy. The paper brings the results of a study conducted with a sample of 148 teachers from Czech primary and lower- and upper-secondary schools which researched the teachers’ ability to detect pronunciation errors in a segment of continuous speech. The results indicate that the awareness of the orthoepic norm among Czech language teachers is rather insufficient, and that there is quite strong correlation between the teachers’ knowledge of the orthoepic norm and the pronunciation errors their pupils make.
CS
Dobrá výslovnost je jedním ze základních rysů řečové kultivovanosti mluvčího. Vyučování mateřskému jazyku by mělo vést k rozvoji řečových dovedností, jejichž součástí je zvládnutí ortoepické normy. Jednou z podmínek tohoto procesu je sama učitelova znalost a praktické ovládání české ortoepie. Článek přináší výsledky studie, jíž se zúčastnilo 148 učitelů na 1., 2. a 3. vzdělávacím stupni. Studie zjišťovala schopnost učitelů detekovat výslovnostní chyby v souvislé promluvě. Výsledky naznačují, že povědomí o české ortoepické normě je mezi učiteli spíše nedostačující a že může existovat souvislost mezi učitelovou znalostí ortoepické normy a kvalitou mluveného projevu žáka.
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