Komunikace v jazykové třídě

Abstract

Diplomova prace se zabyva rozborem komunikace ve tfide, kde je cestina vyucovana jako cizi jazyk. V uvodni, teoreticke casti jsou vymezena specifika pedagogicke komunikace a nasledne objasnena tez ve spojitosti s komunikaci ve tfide jazykove. Tato cast diskutuje take nejaktualnejsi metodicke principy ve vyuce cizich jazyku, poukazuje na tzv. komunikacni pfistup k vyuce a akcentuje vyznam pojmu interakce v technice vyuky. DalSi usek potom vysvetluje teoreticky aparat analyzy diskurzu ve tfide, pfevzaty od J. McH. Sinclaira a R. M. Coultharda. Autofi v roce 1975 rozC1enili diskurz na nekolik typu jednotek, pficemz za nejmensi jednotku diskurzu byl povazovan akt. S akty pracuje vlastni analyza diplomove prace. Vsima si typu techto aktu,jejichjazykovych realizaci (popf. s vyuzitim parajazykovych prostfedku) a jejich obmen v zavislosti na vyukovem cHi hodiny/aktivity. Vedle diskurznich aktu se prace v zaveru venuje tez uzivani ciloveho/matefskeho/zprostfedkujiciho jazyka a jejich vzajemnych interferenci, pfedevsim v souvislosti s projednavanim vyznamu.

This master thesis is concerned with an analysis of communication in the classroom, in which the Czech language is being taught as a foreign language. In the first introductory theoretical part of the thesis, the specifics of educational communication are delimited and afterwards expanded to include communication in the foreign language classroom. This part also examines the most genuine principles in foreign language teaching, points at the so-called communicative approach in education, and accents the importance of the concept of interaction in the technique of teaching. The next section of the thesis specifies all requisites related to the system of analysis discussed in the communicative discourse of authors J. McH. Sinclair and R. M. Coulthard from 1975, who divided the discourse into several types of units, the smallest of which was established as the act. From the acts on, the thesis is based on their analysis. It examines the types of acts, their linguistic (eventually para-linguistic realizations), and their modifications with respect to the educational goal of class/activity. Finally, besides the discourse on acts, the thesis is concerned with the question of crossing the target/mother/ mediate language and the influence of these interferences on the negotiation of meaning.