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Lecturer(s)
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Vala Jaroslav, doc. Mgr. Ph.D.
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Kříž Michal, Mgr. Ph.D.
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Course content
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The aim of the seminar is to sufficiently acquaint students with the set sub-questions concerning the teaching of essay and communication education at primary school level 1. Some aspects of stylistics as a theoretical and systematic basis will be discussed in more detail in relation to teaching. Practical stylistics will be the basis of the seminar, focusing on teaching and the skills of future teachers. 1. Stylistics (style education): basic characteristics and terminology (style, stylistics, spelling, adequacy, etc.). Characteristics of practical stylistics. Tradition of Czech (Czechoslovak) stylistics as a study of style. Basic literature for study. 2. Hierarchization of stylistics as a discipline: theory, systematics, practical stylistics; communicative situation (communicative sphere), adequacy (appropriateness, appropriateness). 2 conceptual models: functional styles and communicative spheres. 3. Speaking vs. writing: basics of speaking and non-verbal means; basics of writing, creative work with text. Basics of electronic communication. 4. Spelling - unspelling: Czech as a national language and the perspective of individual units and semi-units. The special position of colloquial Czech. Criteria of adequacy, intelligibility and accuracy: their analysis and perspective across traditional functional areas. What all influences the way we speak (stylistic factors). Phraseology and idiomaticity. 5. RVP and SPP: Czech language and literature: communication and style education. Partial outcomes, curriculum and thematic areas for primary school. 6. Stylistic procedures and formations: the basic meaning of the classification, analysis and examples; possibilities of use in teaching. 7. Stylistic aspects of text construction: vertical/horizontal structure, coherence and cohesion. 8. Stylistic procedures and formations 1: narrative (basic characteristics, themes of essays and methods of assignment, plot and its sequence vs. description of the plot); outline and its function (visual vs. verbal), stylistic formations. 9. Stylistic procedures and formations 2: description (basic characteristics and typology), topics of essay exercises, stylistic formations. 10. Essay procedures and formats 3: journalistic formats and information procedures (report, announcement, report, report, feature), topics of essay exercises, essay formats. 11. Problems of essays: assignments, evaluation. Discussion on teaching of verse at primary and secondary schools, state matriculation exams. Examples of essays and their analysis. 11. Communication education: basic characteristics and focus. Possible/desired objectives of communication and essay education in the 1st cycle. PRIMARY SCHOOL. 12. Communication and style education in textbooks for primary school: a summary view of Czech language textbooks with a focus on style education, educational portals and their content. Stylistics and its description in modern Czech grammars.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Group work
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Learning outcomes
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Upon completion of the course, students should be able to: Understand the Czech language as a rich and variable set of diverse resources (e.g. within the stratification model), which can be used for different communicative purposes and in different communicative situations; to further develop and use this variability in teaching their native language. To characterise the different themes of style and communication education for the first stage of primary school. To describe the variation of linguistic devices in contemporary Czech, to know the basic stylistic procedures and formations of individual functional areas, and prepare appropriate practical examples according to the individual topics of style and communication education. Use knowledge of the individual functional styles and their specific characteristics (and variability also in relation to the current influence of digital media and social networks on communication) for practical teaching of communication & communication skills (spoken and written) at primary school level 1.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Analyssis of the Student's Portfolio
Written outputs for credit: 1. narrative based on pictorial material. 2. review (critical journalistic piece) of any phenomenon (art, service, etc.); scope: approx. 2NS. 3. A worksheet or preparation for a composition and communication class. Total number of LS deliverables submitted for credit (electronic or hard copy): 3 + 1 (essay). For ISP: requirements for credit (see above) + on the basis of an individual agreement, the development of a series of materials useful in teaching, focusing on language issues and their possible use in essay and communication education.
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Recommended literature
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CVRČEK, Václav. (2010). Mluvnice současné češtiny 1. Jak se píše a jak se mluví.. Praha: Karolinum.
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Čechová, M., Krčmová, M., Minářová, E. (2008). Současná stylistika.. Praha.
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HOFFMANNOVÁ, Jana a kol. (2016). Stylistika mluvené a psané češtiny. Praha: Academia.
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Kolektiv autorů ÚČJ FF MU. (2012). Příruční mluvnice češtiny. 2. vyd.. Praha: Nakladatelství LN.
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KROBOTOVÁ, M. (2001). Úvod do české stylistiky.. Olomouc: Vydavatelství UP.
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P. Karlík - J. Pleskalová - M. Krčmová - R. Večerka. Kapitoly z dějin české jazykovědné bohemistiky. Praha, Academia 2007..
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