. "Opportunities to develop language skills in Czech lower-secondary English classes: separated or integrated approach?"@en . . "Najvar, Petr" . "223363" . "3"^^ . . "P\u0159\u00EDle\u017Eitosti k rozv\u00EDjen\u00ED \u0159e\u010Dov\u00FDch dovednost\u00ED ve v\u00FDuce anglick\u00E9ho jazyka: samostatn\u011B anebo v integraci?"@cs . "1211-4669" . . . "3"^^ . "\u0160ebestov\u00E1, Simona" . "Sou\u010Dasn\u00E9 pojet\u00ED cizojazy\u010Dn\u00E9ho vzd\u011Bl\u00E1v\u00E1n\u00ED vych\u00E1z\u00ED z komunika\u010Dn\u00EDho p\u0159\u00EDstupu a jeho c\u00EDle v podob\u011B komunika\u010Dn\u00ED kompetence. Ot\u00E1zkou je, do jak\u00E9 m\u00EDry se c\u00EDle cizojazy\u010Dn\u00E9ho vzd\u011Bl\u00E1v\u00E1n\u00ED prom\u00EDtaj\u00ED do re\u00E1ln\u00E9 v\u00FDuky. C\u00EDlem p\u0159edkl\u00E1dan\u00E9 empirick\u00E9 studie bylo zjistit, do jak\u00E9 m\u00EDry poskytuje v\u00FDuka anglick\u00E9ho jazyka na 2. stupni z\u00E1kladn\u00EDch \u0161kol p\u0159\u00EDle\u017Eitosti k rozv\u00EDjen\u00ED \u0159e\u010Dov\u00FDch dovednost\u00ED poslechu, mluven\u00ED, \u010Dten\u00ED a psan\u00ED a jak\u00E1 je m\u00EDra integrovanosti t\u011Bchto p\u0159\u00EDle\u017Eitost\u00ED. V\u00FDzkumn\u00E9 \u0161et\u0159en\u00ED bylo realizov\u00E1no formou videostudie. V\u00FDzkumn\u00FDm n\u00E1strojem byl kategori\u00E1ln\u00ED syst\u00E9m vytvo\u0159en\u00FD na z\u00E1klad\u011B konceptu \u0159e\u010Dov\u00FDch dovednost\u00ED. V\u00FDsledky pouk\u00E1zaly na dominantn\u00ED zastoupen\u00ED recepce nad produkc\u00ED \u0159e\u010Di \u017E\u00E1ky. Nejv\u00EDce zastoupen\u00FDmi \u0159e\u010Dov\u00FDmi dovednostmi bylo \u010Dten\u00ED a poslech, relativn\u011B m\u00E9n\u011B m\u011Bli \u017E\u00E1ci p\u0159\u00EDle\u017Eitosti k mluven\u00ED a psan\u00ED. Pokud jde o integraci \u0159e\u010Dov\u00FDch dovednost\u00ED, bylo zji\u0161t\u011Bno, \u017Ee receptivn\u00ED \u0159e\u010Dov\u00E9 dovednosti (poslech a \u010Dten\u00ED) se ve v\u00FDuce \u010Dast\u011Bji ne\u017E dovednosti produktivn\u00ED (mluven\u00ED a psan\u00ED) uplat\u0148uj\u00ED samostatn\u011B."@cs . "P\u0159\u00EDle\u017Eitosti k rozv\u00EDjen\u00ED \u0159e\u010Dov\u00FDch dovednost\u00ED ve v\u00FDuce anglick\u00E9ho jazyka: samostatn\u011B anebo v integraci?"@cs . . . . "P\u0159\u00EDle\u017Eitosti k rozv\u00EDjen\u00ED \u0159e\u010Dov\u00FDch dovednost\u00ED ve v\u00FDuce anglick\u00E9ho jazyka: samostatn\u011B anebo v integraci?" . . . "P\u0159\u00EDle\u017Eitosti k rozv\u00EDjen\u00ED \u0159e\u010Dov\u00FDch dovednost\u00ED ve v\u00FDuce anglick\u00E9ho jazyka: samostatn\u011B anebo v integraci?" . . "communicative approach; communicative competence; English; language skills; mother tongue; opportunity to learn; system of categories; teaching and learning; video study"@en . . "CZ - \u010Cesk\u00E1 republika" . . "Opportunities to develop language skills in Czech lower-secondary English classes: separated or integrated approach?"@en . . "14410" . . . "3" . "Sou\u010Dasn\u00E9 pojet\u00ED cizojazy\u010Dn\u00E9ho vzd\u011Bl\u00E1v\u00E1n\u00ED vych\u00E1z\u00ED z komunika\u010Dn\u00EDho p\u0159\u00EDstupu a jeho c\u00EDle v podob\u011B komunika\u010Dn\u00ED kompetence. Ot\u00E1zkou je, do jak\u00E9 m\u00EDry se c\u00EDle cizojazy\u010Dn\u00E9ho vzd\u011Bl\u00E1v\u00E1n\u00ED prom\u00EDtaj\u00ED do re\u00E1ln\u00E9 v\u00FDuky. C\u00EDlem p\u0159edkl\u00E1dan\u00E9 empirick\u00E9 studie bylo zjistit, do jak\u00E9 m\u00EDry poskytuje v\u00FDuka anglick\u00E9ho jazyka na 2. stupni z\u00E1kladn\u00EDch \u0161kol p\u0159\u00EDle\u017Eitosti k rozv\u00EDjen\u00ED \u0159e\u010Dov\u00FDch dovednost\u00ED poslechu, mluven\u00ED, \u010Dten\u00ED a psan\u00ED a jak\u00E1 je m\u00EDra integrovanosti t\u011Bchto p\u0159\u00EDle\u017Eitost\u00ED. V\u00FDzkumn\u00E9 \u0161et\u0159en\u00ED bylo realizov\u00E1no formou videostudie. V\u00FDzkumn\u00FDm n\u00E1strojem byl kategori\u00E1ln\u00ED syst\u00E9m vytvo\u0159en\u00FD na z\u00E1klad\u011B konceptu \u0159e\u010Dov\u00FDch dovednost\u00ED. V\u00FDsledky pouk\u00E1zaly na dominantn\u00ED zastoupen\u00ED recepce nad produkc\u00ED \u0159e\u010Di \u017E\u00E1ky. Nejv\u00EDce zastoupen\u00FDmi \u0159e\u010Dov\u00FDmi dovednostmi bylo \u010Dten\u00ED a poslech, relativn\u011B m\u00E9n\u011B m\u011Bli \u017E\u00E1ci p\u0159\u00EDle\u017Eitosti k mluven\u00ED a psan\u00ED. Pokud jde o integraci \u0159e\u010Dov\u00FDch dovednost\u00ED, bylo zji\u0161t\u011Bno, \u017Ee receptivn\u00ED \u0159e\u010Dov\u00E9 dovednosti (poslech a \u010Dten\u00ED) se ve v\u00FDuce \u010Dast\u011Bji ne\u017E dovednosti produktivn\u00ED (mluven\u00ED a psan\u00ED) uplat\u0148uj\u00ED samostatn\u011B." . "RIV/00216224:14410/11:00053612" . "26"^^ . . "Pedagogick\u00E1 orientace" . "Jan\u00EDk, Tom\u00E1\u0161" . "21" . "Contemporary approach to foreign language education is based on the communicative approach and the communicative competence as its goal. The question is, to what extent the goals are reflected in foreign language classes. The aim of the presented empirical study was to explore the quantity of opportunities which pupils have to develop language skills (listening, speaking, reading, writing) in Czech lower-secondary English classes. The research employs a video-based methodology. A research instrument \u2013 a system of categories based on the concept of language skills was developed. The research findings showed that pupils had more opportunities to use receptive skills (reading, listening) than productive skills (speaking, writing). Receptive skills were more often than productive skills used in separation."@en . . . . "P(LC06046)" . . "RIV/00216224:14410/11:00053612!RIV12-MSM-14410___" . . . "[29D235E01649]" . .