Tato diplomová práce zkoumá Anglický jazyk v České republice, přístup a kompetence Čechů. Práce mluví o standardech a zvyšujícím se uvědomění kolik lidí vlastně v dnešní době již mluví anglicky aniž jsou rodilími mluvčími. Práce identifikuje angličtinu, která je většinou čechů používána jako Čengliš, nebo-li jazyk napůl cesty mezi Angličtinou a Češtinou. Na základě výsledků Eurobarometrů, práce nám pomůže si uvědomit hlavní zdroj Angličtiny v České republice, kterým jsou školy.
Na základě toho se práce zaměřuje na vzdělávací system a vyučování Angličtiny. Práce dělá průzkum ve 3 částech ve snaze zhodnotit podmínky, za kterých výuka Angličtiny probíhá. Výsledky jsou interpretovány a posouzeny zda odpovídají Naturalistickému přístupu k výuce Angličtiny, který vede k osvojení jazyka
Anotace v angličtině
This diploma thesis explores English in the Czech Republic, Czechs' attitudes and competences. It tackles the notion of standards and the increasing realization of just how many people speak non-native English. The work identifies English that most Czechs speak as CzEnglish, the interlanguage of English and Czech. Drawing on the data from Eurobarometers, the work lets us realize the main source of English in the Czech Republic are schools.
At this point the work focuses on the educational system and the English teaching. The work does a three part survey in attempt to evaluate the conditions under which teaching English and learning takes place. The data are interpreted with a bias towards the Naturalist approach to teaching English which leads to language acquisition.
Klíčová slova
Budoucnost anglického jazyka, Čengliš, Angličtina jako globální jazyk, osvojování anglického jazyka
Klíčová slova v angličtině
Future of English, ELF, English as International Lingua Franca, CzEnglish, Interlanguage, second language acquisition
Rozsah průvodní práce
106
Jazyk
AN
Anotace
Tato diplomová práce zkoumá Anglický jazyk v České republice, přístup a kompetence Čechů. Práce mluví o standardech a zvyšujícím se uvědomění kolik lidí vlastně v dnešní době již mluví anglicky aniž jsou rodilími mluvčími. Práce identifikuje angličtinu, která je většinou čechů používána jako Čengliš, nebo-li jazyk napůl cesty mezi Angličtinou a Češtinou. Na základě výsledků Eurobarometrů, práce nám pomůže si uvědomit hlavní zdroj Angličtiny v České republice, kterým jsou školy.
Na základě toho se práce zaměřuje na vzdělávací system a vyučování Angličtiny. Práce dělá průzkum ve 3 částech ve snaze zhodnotit podmínky, za kterých výuka Angličtiny probíhá. Výsledky jsou interpretovány a posouzeny zda odpovídají Naturalistickému přístupu k výuce Angličtiny, který vede k osvojení jazyka
Anotace v angličtině
This diploma thesis explores English in the Czech Republic, Czechs' attitudes and competences. It tackles the notion of standards and the increasing realization of just how many people speak non-native English. The work identifies English that most Czechs speak as CzEnglish, the interlanguage of English and Czech. Drawing on the data from Eurobarometers, the work lets us realize the main source of English in the Czech Republic are schools.
At this point the work focuses on the educational system and the English teaching. The work does a three part survey in attempt to evaluate the conditions under which teaching English and learning takes place. The data are interpreted with a bias towards the Naturalist approach to teaching English which leads to language acquisition.
Klíčová slova
Budoucnost anglického jazyka, Čengliš, Angličtina jako globální jazyk, osvojování anglického jazyka
Klíčová slova v angličtině
Future of English, ELF, English as International Lingua Franca, CzEnglish, Interlanguage, second language acquisition
Zásady pro vypracování
In its theoretical part, the work explores the current development of English in the Czech Republic. It briefly talks about the history of foreign languages in the Czech Republic. It attempts to resolve the issue of Standards in English. It identifies English in the Czech Republic as CzEnglish - an interlanguage of English and Czech, and explains what that means and why that is. It attempts to suggest how to avoid CzEglish in selected areas through examples. It draws upon important data from studies of Europeans and their languages in order to compare with the empirical part and in order to estimate the future of English, or CzEnglish.
In its empirical part, the work tries to judge the future of English in the Czech republic based on the main factors influencing the development of English in the Czech republic - these factors are identified on the basis of the theoretical framework for L2 acquisition, and on the basis of the studies which identify where and to what degree Czechs learn and use English.
The two parts come together to provide reader with reasonable estimate of the future of English as Lingua franca in the Czech Republic. Reader will be able to see how far the English has been able to get and how far it should be able to get in future.
Zásady pro vypracování
In its theoretical part, the work explores the current development of English in the Czech Republic. It briefly talks about the history of foreign languages in the Czech Republic. It attempts to resolve the issue of Standards in English. It identifies English in the Czech Republic as CzEnglish - an interlanguage of English and Czech, and explains what that means and why that is. It attempts to suggest how to avoid CzEglish in selected areas through examples. It draws upon important data from studies of Europeans and their languages in order to compare with the empirical part and in order to estimate the future of English, or CzEnglish.
In its empirical part, the work tries to judge the future of English in the Czech republic based on the main factors influencing the development of English in the Czech republic - these factors are identified on the basis of the theoretical framework for L2 acquisition, and on the basis of the studies which identify where and to what degree Czechs learn and use English.
The two parts come together to provide reader with reasonable estimate of the future of English as Lingua franca in the Czech Republic. Reader will be able to see how far the English has been able to get and how far it should be able to get in future.
Seznam doporučené literatury
Crystal, David (2003). The Cambridge Encyclopedia of the English Language. Cambridge: CUP.
Kachru, Braj (1985). The English Language in the Outer Circle.
Crystal, David (2001). Language and the Internet. Cambridge: Cambridge University Press.
Dillon, Nancy. 1999. Web should prepare for a non-English majority. Computerworld, 14 June.
Graddol, David (2000). The Future of English? A guide to forecasting the popularity of the English language in the 21st century. The British Council.
Krashen, Stephen, D. (1988). Second language acquisition and second language.
Selinker, L (1972). "Interlanguage". International Review of Applied Linguistics.
Sparling, D (1990). English or Czenglish? Jak se vyhnout čechismům v angličtině, D. Sparling (SPN Praha 1990).
Lightbown, P (1983). "Exploring relationships between developmental and instructional sequences in L2 acquisition".
Gass, Susan, M., Selinker, L., (2008). Second Language Acquisition
Hummel, Kirsten, M., (2014). Introducing Second Language Acquisition
Sandra J. Savignon (2002). Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education.
Brown, Dougles, H., (2000). Principles of Language Learning and Teaching.
Seznam doporučené literatury
Crystal, David (2003). The Cambridge Encyclopedia of the English Language. Cambridge: CUP.
Kachru, Braj (1985). The English Language in the Outer Circle.
Crystal, David (2001). Language and the Internet. Cambridge: Cambridge University Press.
Dillon, Nancy. 1999. Web should prepare for a non-English majority. Computerworld, 14 June.
Graddol, David (2000). The Future of English? A guide to forecasting the popularity of the English language in the 21st century. The British Council.
Krashen, Stephen, D. (1988). Second language acquisition and second language.
Selinker, L (1972). "Interlanguage". International Review of Applied Linguistics.
Sparling, D (1990). English or Czenglish? Jak se vyhnout čechismům v angličtině, D. Sparling (SPN Praha 1990).
Lightbown, P (1983). "Exploring relationships between developmental and instructional sequences in L2 acquisition".
Gass, Susan, M., Selinker, L., (2008). Second Language Acquisition
Hummel, Kirsten, M., (2014). Introducing Second Language Acquisition
Sandra J. Savignon (2002). Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education.
Brown, Dougles, H., (2000). Principles of Language Learning and Teaching.