Techniques of teaching general English vocabulary at secondary school level

Abstract

Vychodiskem pro predkladanou praci j e autoreina osobni zkusenost s vyukou anglietiny v eeskem strednim skolstvi. Jej im ukolem j e upozorni t na nekolik konkretnich problemu teto oblasti, prieemz se zameruj e na oblast slovni zasoby. Prace si neklade za cil poskytnout jednoznaena reseni otazek, jde spise 0 to, upozornit na ruzne moznosti, jak k nedostatkum pristupovat. Ve snaze 0 aktualnost prace vzhledem k soueasnemu stavu j sme se rozhodli nepredkladat v uvodu prace osobni teze, nybrz pracovat vyhradne s vysledky vyzkumu a ty teprve vyuzit k dalsim uvaham. Po problemech ve vyuce anglietiny a jeji slovni zasoby jsme patrali prostrednictvim kvalitativniho dotaznikoveho pruzkumu primo na dvou dosti odlisnych eeskych gymnaziich. Krome autoreiny k jejich vyberu odlisne osobni zkusenosti vedly prave lokality a znaene s obema institucemi nas rozdily mezi skolami. Naprosto umoznily prubezne porovnavani nestejny situace regionalni vyznam v hlavnim meste a v malem meste prihranienim, ovsem s dulezitou roli v zapadoeeskem regionu. Studenti byli pozadani 0 zodpovezeni sesti otevrenych otazek. Zajimaly nas jednak konkretni formy vyuky, jednak subjektivni pohled studentu na jeji kvalitu, jejich pripominky a navrhy. V neposledni rade byl vyzkum zameren na osobni domaci praci s anglietinou, at uz jako pripravu na skolni...

The starting point of this thesis is the author's personal experience with English education at Czech secondary schools. Its task is to point out several concrete problems of this area, especially ln the domain of vocabulary teaching. The paper does not alm at providing its readers with universal solutions of the problematic issues. Our purpose is rather to put emphasis on the wide range of possibilities of approaching the situation. Since one of our tenets was to cover the real current conditions, we decided not to formulate many initial assumptions. Instead of doing that we reI ied fully on the results of our research as a basis for further considerations. The problems of English (vocabulary) teaching have been observed at two distinct Czech grammar schools resulting in two main types of their possible causes. First of them is undoubtedly recent rush social development. Numerous changes in Czech society have been connected first with the Velvet Revolution in 1989, later with the growing influence of the European Union. Out of these shifts, the opportunity of personal contact with English speaking countries is the most significant. Further, Czech learners can profit from easier access to current foreign educational materials, TV and radio programs in English and original English literary and music...