Publikační záznamy UJP

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    University Students’ Perception of Online Language Learning During the COVID-19 Pandemic
    (IATED, 2022) Tichavová, Jaroslava; Havránková, Tereza; Habac, Arniel
    The paper reports the findings of surveys conducted at the University of West Bohemia during thesummer terms of 2019/2020 and 2020/21 when teachers shifted face-to-face classes online andadjusted their pedagogical approach and course content due to COVID-19. Though it is evident thatteachers struggled with the transition initially, this paper seeks to understand what methodologies wereeffective with the transition of online teaching over the two terms. Specifically, it aims to analyze thelevel of satisfaction of university students of English at the Department of Applied Linguistics at theUniversity of West Bohemia with online learning. First, the authors present and analyze research aimedat online language teaching during the COVID-19 pandemic. Next, the authors describe findings ofqualitative research based on analyzing 102 responses from the summer terms of the academic years2019/20 and 2020/21 in terms of students’ opinion on the following: teaching methodology, suitabilitycommunication platforms, student feedback, learning experience, and intrinsic and extrinsic motivation.The results show the importance of communication, instructors’ personalities, digital tools, andconditions for learning. Lastly, the authors give helpful suggestions that can improve the experience ofuniversity student language learners in an online context
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    Teaching Translation of Italian Lyric Texts to Opera Singers: Analysis of Tools
    (Filodiritto Editore, 2020) Štroblová, Kateřina
    The process of teaching translation of Italian lyric texts to opera singers is influenced both by linguistic factors - quality of the scores and orthographical varieties, specific vocabulary, obsolete grammar, poetic word order, unknown context - and by the accessibility and the range of translation tools. The aim of this paper is to analyse the tools used for translation of operatic language. The results are based on research conducted at the Conservatory of Pilsen, Czech Republic, and it includes analysis of a student questionnaire and comparison of the data with previous research. Samples of Italian texts and translations in other languages used for pedagogical translation are included. The paper also discusses limitations of the online dictionaries commonly used by the students which should be taken into account in the teaching process.
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    Music in Language Classes: Project of International Collaboration
    (Filodiritto Publisher, 2021) Štroblová, Kateřina; Luberto, Salvatore
    Why should we use music in language classes? We can use song lyrics as authentic material to improve listening skills, pronunciation, accent, spelling, expand student vocabulary, cultural knowledge, work on language components, and inspire students at the same time. The paper describes a project of international collaboration based on the use of music in language classes regardless of the language taught. The aim of the project is to show how songs are beneficial and can boost motivation in learners. Following a survey carried out among students, in the first stage an Italian and English version of a song was prepared and used in class with several groups of students in the Czech Republic and in Italy. The focus was then creating an anxiety-free environment by generating fun and enjoyable warm-up, main and follow-up activities in class as well as in VLE (Virtual Learning Environment). The experiment of how several aspects of a language can be addressed and recycled in songs was based on experience with students of different degree courses and levels of competences. A number of VLEs were used and the paper also discusses internet issues experienced and solved during the experiment. In a context of international collaboration, this experiment represents a contribution to more complex research based on the elementary idea of music as universal language.
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    Italian Lyrical Texts in Foreign Language: Face-to-Face and Remote Classes
    (IATED, 2021) Štroblová, Kateřina
    The Italian language is the fourth most studied foreign language, one of many aspects that make Italian known worldwide is the music. There are two different types of music basically used in language classes, the popular music (songs) and the opera (areas, recitatives or others). Due to the specifics of operatic language, popular songs distinctively predominate all traditional and multimedial study materials while the use of opera is mostly limited to special courses, music schools and conservatories. This paper presents examples of work with concrete lyric texts included in standard language classes and in special lessons for future opera singers. It compares the use of available tools in face-to-face and remote classes, including activities of pedagogical translation and the use of translation tools. The comparison is based on research conducted during Italian classes held at the University of West Bohemia, in the association Associazione Amici dell´Italia and at the Conservatory of Pilsen in the Czech Republic and it takes into consideration study materials from four main publishers for Italian as a foreign language (Edilingua, Alma edizioni, Bonacci editore, Guerra edizioni) and several online resources and applications. The aim of the research was to discover whether popular music is more suitable for remote lessons than opera or vice versa. In accordance with the hypothesis, concrete activities were analysed to discover which of them can be smoothly implemented in remote classes.
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    Experience of Incorporating Russian Culture Information into a Russian Language Textbook
    (IATED, 2021) Golovatina, Varvara
    Development of cultural, linguacultural, sociocultural competences and knowledge is an important part of the Language Education and development of students’ literacies. In the case of Russian Language and Culture Classes in the non-Russian speaking environment, the educational process has an impact of very limited contact with the Russian language and culture outside of the classroom. The teaching materials become the main source of cultural information. This paper explores the experience of incorporation of Russian culture realities into a Russian Language textbook for the Czech speaking audience and contextualizes it with the scholarly discussion on the Language and Culture Learning-Teaching process. The current research revises the first part of the Russian language learning complex for secondary and language schools "Tvoj shans" (2018-2021) published in the Czech Republic for Czech students - the textbook "Tvoj shans A1" (Fraus, 2018). The paper includes an analysis of the main conception and manner of the representation of the culture information, the selection of realities, their incorporation into texts and exercises, author text and pictures, types of exercises, and etc.The article can be useful for authors of Russian Language textbooks, didactics and methodologists, teachers and researchers in the field of Russian Language and Culture Teaching and Learning not only from Slavic countries.
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    Music in Face-to-Face and Remote Classes: Songs as Language Input
    (IATED, 2022) Štroblová, Kateřina; Luberto, Salvatore
    Songs as authentic resource can be used to inspire, motivate and improve student language skills in any chosen language. Songs are meaningful, authentic, easily available and suitable for different levels of language learners. They generate interest and students learn best when they are exposed to real-life contexts. The paper describes a second step of the project of international collaboration conducted at the University of West Bohemia in the Czech Republic and at the University of Calabria in Italy, based on the use of songs in different language classes. Following previous surveys carried out among students and the first step of the project, fully conducted virtually, the paper shows how several aspects of a language can be addressed, comparing the use of songs in remote and face-to-face classes. Examples of practical activities implemented in classes of different degree courses and levels are given to show how the use of music and lyrics contribute to the development of a wide scale of language competences such as listening skills, pronunciation, accent, spelling, vocabulary, metaphors, sayings and cultural knowledge. The activities are categorized in relation to their applicability in virtual or traditional school environment. In the context of international collaboration, this project represents a contribution to more complex research based on the elementary idea of music as universal language.
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    Assessing Pre-Service Teachers’ Knowledge and Attitudes Towards Language Testing for Citizenship Through LAMAS (Language Accreditation for Migration Attitudes Scale)
    (2024) Belda-Medina, Jose; Kokošková, Vendula
    This paper examines (1) teacher candidates’ knowledge of recent migration trends and language accreditation policies, (2) their attitudes towards language testing for migration, and (3) changes in their perceptions after exposure to training and migrant testimonies. Conducted over two years (2021–2023), this mixed-methods study involved 395 candidates from Spain (166), Poland (125), and the Czech Republic (104). Participants completed a migration data test and a pre-survey employing The Language Accreditation for Migration Attitude s Scale (LAMAS), an ad-hoc ten-item scale with three dimensions. The intervention included a comprehensive learning module with readings and visual resources, and exposure to migrant testimonies, followed by a LAMAS-based post-survey, classroom discussions, and reflective reports. Data analysis via SPSS and QDA Miner revealed significant correlations between attitudes and home countries (Kruskal-Wallis test), and notable attitude changes post-treatment (Wilcoxon Sign-Ranked test). The study underscores the enhanced awareness and understanding of language assessment challenges in migration, highlighting the need to integrate these issues into teacher training programs.