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Lecturer(s)
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Mitter Patrik, doc. Mgr. Ph.D.
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Course content
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1. Aim of the seminar. Recommended literature. Sample texts. Assignment of individual work. Requirements associated with the credit. 2. Text as a complex discoure in life and at school. Text features and structure. Textual vs. lingual approach to communication. Examples of practical tasks. 3. Textbook style. Selection of suitable textbooks. Criteria for didactic text modifications. Content and scope of tasks and their formulation. Professional, journalistic, administrative and advertising texts at primary and secondary schools. 4. Linguistic analysis as a way to solve a task or problem. Linguistic analysis as a tool for the development of thinking and for improving text-making activities. 5. Language levels and differentiation of language analyses at primary and secondary school. 6. Phonemic and graphic level of language as a subject of linguistic analysis. 7. Word-formation analysis and morphematic analysis. Why are they often indistinguishable? Terminological distinction. Word-formation and onomasiological analysis and their usefulness in practice. Interdisciplinary relations (orthoepy, orthography, word formation, morphology). 8. Morphological categories in morphological analyses. Connections with teaching foreign languages and Czech. Interdisciplinary relations (orthoepy, orthography, word formation, morphology, syntax). 9. Continuity of word formation, morphology and syntax: how are the findings from word formation analysis applied to a more detailed knowledge of morphological and syntactic phenomena? 10. Syntactic analysis in an intellectually challenging text. 11. Complex linguistic analysis of the text as the completion of knowledge of the language system and its functioning in communication, as knowledge of the potential of the language and its users and as a tool for the development of communication competence.
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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The content of the course aims to enable the student to connect the theoretical knowledge acquired during the bachelor's study (starting with phonetics and ending with stylistics) with the knowledge gained in the previous semester (textual linguistics, language didactics, etc.) and be able to apply them in a comprehensive analysis of didactically appropriate text. Emphasis is placed on the selection of language phenomena, formulation of tasks, questions and processing of various types of exercises, their expected solutions, types of potential errors and their elimination in cooperation with the student.
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
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Recommended literature
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Čechová, M. - Styblík, V. Čeština a její vyučování. Praha: SPN, 1998.
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Čechová, M. Komplexní jazykové rozbory. Praha, 1996.
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Čechová, M. Komunikační a slohová výchova. Praha: Nakladatelství ISV, 1998.
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GAVORA, P. Učitel a žáci v komunikaci. Brno: Paido, 2005. ISBN 80-7315-104-9.
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HIRSCHOVÁ, M - JELÍNEK, T. - NEDOLUZHKO, A - PETKEVIČ, V. - SVOBODOVÁ, J. - ŠKODOVÁ, S. - CHEJNOVÁ, P. Didaktické transformace pragmalingvistických témat.. Praha: PedF UK v Praze, 2010.
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