The Speaking Part of the Maturita Exam in the Light of English as a Lingua Franca

MASARYKOVA UNIVERZITA PEDAGOGICKÁ FAKULTA Katedra anglického jazyka a literatury

The Speaking Part of the Maturita Exam in the Light of English as a Lingua Franca Bakalářská práce

Brno 2015

Vedoucí práce:

Autor práce:

Mgr. Radek Vogel, Ph.D.

Karolína Šimková

Prohlášení: „Prohlašuji, ţe jsem závěrečnou (bakalářskou, diplomovou, rigorózní, disertační práci) vypracoval/a samostatně, s vyuţitím pouze citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu autorském, o právech souvisejících s právem autorským a o změně některých zákonů (autorský zákon), ve znění pozdějších předpisů.“

..................................

Podpis

Acknowledgments: I would like to thank my supervisor Mgr. Radek Vogel, Ph.D. for his help and giving me valuable advice connected with this thesis.

Table of content 1

INTRODUCTION ..................................................................................................... 6

2

ENGLISH AS A LANGUAGE ................................................................................. 7 2.1

THE NAME OF THE LANGUAGE ................................................................. 7

2.2

WHAT ENGLISH AS A LINGUA FRANCA MEANS ................................... 7

2.2.1

ENGLISH AS A COMMUNICATION LANGUAGE .............................. 8

2.2.2

THE DIFFERENCE BETWEEN EFL AND ESL ..................................... 9

2.2.3

ENGLISH AS A LINGUA FRANCA vs. ENGLISH AS A FOREIGN

LANGUAGE ........................................................................................................... 11 3

4

5

USAGE OF ENGLISH............................................................................................ 13 3.1

GROUPS OF ENGLISH SPEAKERS ............................................................. 13

3.2

BUSINESS ENGLISH ..................................................................................... 15

3.3

THE FUTURE OF ENGLISH ......................................................................... 15

ENGLISH AND SCHOOL ..................................................................................... 17 4.1

EUROPEAN SCHOOLS ................................................................................. 17

4.2

ENGLISH AT SCHOOL ................................................................................. 18

4.2.1

TEACHING METHODOLOGY IN TEFL/TESOL................................. 19

4.2.2

ACCENTS IN ELF ................................................................................... 20

THE MATURITA EXAM ...................................................................................... 23 5.1

THE FORM OF THE FOREIGN LANGUAGE PART OF THE STATE

EXAM ......................................................................................................................... 23 5.2

ELF IN THE MATURITA EXAM DOCUMENTS ........................................ 24

5.2.1 6

SUMMARY .............................................................................................. 30

THE PRACTICAL PART ....................................................................................... 33 6.1

RESEARCH BACKGROUND AND CONTEXT .......................................... 33

6.2

PARTICIPANTS.............................................................................................. 34

6.2.1

TEACHERS .............................................................................................. 34

6.2.2

STUDENTS .............................................................................................. 35

6.3

METHODOLOGY ........................................................................................... 36

6.3.1

TEACHERS .............................................................................................. 36

6.3.2

STUDENTS .............................................................................................. 37

6.4

OVERVIEW OF FINDINGS ........................................................................... 37

TEACHERS ............................................................................................................ 37 STUDENTS ............................................................................................................. 47 7

CONCLUSION ....................................................................................................... 61

RESUMÉ ........................................................................................................................ 63 SOURCES ...................................................................................................................... 64 LIST OF APPENDICES ................................................................................................. 67

1 INTRODUCTION In the last few decades, English has become a language used for international communication. At meetings, conferences, or other encounters, people of different nationalities and language backgrounds want to communicate with each other and they use English for this purpose. Other areas where English dominates are technology, computers, entertainment, media, and many others. People realize that basic knowledge of English is necessary for understanding all given information and it should be a part of basic education. The authorities of many countries are aware of this situation and that is why English has become a part of their national curricula. However, according to Crystal the number of non-native English speakers outnumbered the native ones (Crystal, 425), which has brought many variations of the original English. Nowadays the question what English is appropriate is becoming quite topical in many countries including the Czech Republic. The main aim of this research study was to find out if the above mentioned facts are taken into consideration in the process of education of the young Czech generation. As most young people graduating from the third level education have to pass the Maturita Exam in English, the research was focused on the spoken part of this exam. It was carried out in the form of a questionnaire for both the students and teachers .Both the students and the teacher were informed that the questionnaire is done for the purpose of this bachelor thesis. The questionnaire contained three parts – English as a Lingua Franca, The Maturita Exam and General part. The students and the teachers got the Czech version of the questionnaire. All of the answers were carried out and added to this thesis.

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2 ENGLISH AS A LANGUAGE 2.1 THE NAME OF THE LANGUAGE To start discovering English as a Second Language it is useful to mention the history

of

the

word

“English”

and

“England”.

“By

the

end

of

the

6th century, however, the term Angli (“Angles”) was in use – as early as 601, a king of Kent, Aethelbert, is called rex Anglorum (“King of the Angles”) – and during the 7th century Angli or Anglia (for the country) became the usual Latin names. Old English Engle derives from this usage, and the name of the language found in Old English

texts

is

from

the

outset

referred

to

as

Englisc

(the

sc spelling representing the sound sh, /ʃ/). References to the name of the country as Englaland (“land of the Angels”), from which came England, do not appear until c. 1000” (Crystal, 7).

2.2 WHAT ENGLISH AS A LINGUA FRANCA MEANS From the historical point of view the term lingua franca was originally “a pidgin, probably based on some Italian dialects in its earliest history, and included elements from Spanish, French, Portuguese, Arabic, Turkish, Greek and Persian” (Jenkins, 1). It was only later that English became a lingua franca. “Because of the international spread of English that has been growing apace since the latter part of the 20th century, English is frequently the mutual language of choice in settings such as conferences, business meetings, and political gatherings” (Jenkins, 1). According to Jenkins, the English for native speakers should not be part of the definition of ELF and that term should bear on the English for non-native speakers only. Barbara Seidlhofer prefers the description of ELF by herself as: “any use of English among speakers of different first languages for whom English is the communicative medium of choice, and often the only option” (Seidlhofer, 7). In these days, many people learn English for communication and Firth describes it as: “a ´contact language´ between persons who share neither a common native tongue nor a common (national) culture, and for whom English is the chosen foreign language of communication” (240). As it is visible from the text by Firth, the word “foreign” was 7

mentioned. In the next subchapter the difference between EFL and ESL will be displayed. The term lingua franca is “any lingual medium of communication between people of different mother tongues, for whom it is a second language” (Samarin, 371) or in words of Penny Ur: “interactions between two people whose mother tongue is not English” (Ur, 85). English as a Lingua Franca is not the only name of English as a common language. Barbara Seidlhofer describes the variations of English as a common language as follows: English as an international language (EIL) (e.g., Jenkins, 2000; McKay, 2002) English as a Lingua Franca (ELF) (e.g., Gnutzmann, 2000; Seidlhofer, 2001) English as a global language (e.g., Crystal, 1997; Gnutzmann, 1999) English as a world language (e.g., Mair, 2003) English as a medium of intercultural communication (e.g., Meierkord, 1996)” (Seidlhofer, 210) The main purpose of a common language is to be able to communicate with a person who does not speak the same language, that is why people “need the language not in order to interact within a specific English speech community, but rather to communicate with other English speakers (some native but probably most non-native)... In other words, they need to learn English as a lingua franca” (Ur, 85). 2.2.1

ENGLISH AS A COMMUNICATION LANGUAGE

English has become a common language from many points of view. The history of this language is extensive but it is not the main purpose of this thesis. It is enough to mention that English has spread all over the world continuously and in these days “ELF interactions often occur in influential networks, (i.e., global business, politics, science, technology and media discourse)” (Seidlhofer, 211). “For the first time in history, a language has reached truly global dimensions,” (Seidlhofer, 211). According to Seidlhofer English “is being shaped, in its international 8

uses, at least as much by its non-native speakers as its native speakers. This process has been accelerated by the dramatic expansion of electronic communication through the Internet,” (Seidlhofer, 211). However, English is not taken so seriously as it used to be as it is getting more used by non-native speaker. “Many interactions in English are between participants who do not control standard grammar and whose lexis and pronunciation do not conform to any recognized norm. We could describe this as a process of internationalisation and destandardization. Nonstandard, unedited English is becoming more and more visible” (Melchers & Shaw, 195). 2.2.2

THE DIFFERENCE BETWEEN EFL AND ESL

Teaching methods of English language not as a mother language are divided into two categories: EFL = English as a foreign language ESL = English as a second language The EFL teacher is an English teacher who teaches English to speakers of other languages in a non-English speaking country, whereas the ESL teacher is a teacher living and teaching English in an English-speaking country; the teacher´s students are most likely students who are from non-English speaking countries but are now living and studying English in an English-speaking country. The ESL student needs English immediately, he or she may not need to worry about grammar right away but may need to learn basic survival skills as quickly as possible. The EFL student may not be as concerned about learning English as quickly as possible because he or she is probably living in a country where he or she speaks the primary language of the country and is able to take care of the necessities of daily life. In Czech schools, English is being taught in EFL version and English teachers should follow important aspects of EFL. Jenkins mentions 4 main areas which are important for maintain intelligibility: 1. Most consonant sounds – there is a different sound between words “this” /ðɪs/ and “thin“ /thin/; even though the “th” is written in the same way, the pronunciation is different

(Jenkins, The Phonology of English as an

International Language). 9

2. Appropriate consonant cluster simplification = adding a sound is better than deleting sound – e.g. word “vegetable” should be pronounced as /'vedʒɪtəbl/ and if it is not pronounced correctly, e.g. without sounds “e” and “ɪ” then misunderstanding between two people could appear (Jenkins, The Phonology of English as an International Language). 3. Vowel length distinction – it is important to distinguish between e.g. “beat” /'bi:t/ and “bit“ /'bɪt/, otherwise the meaning is really different (Jenkins, The Phonology of English as an International Language). 4. Nuclear stress – it is important to stress the important part of the utterance, otherwise the listener might get lost, e.g. “blue one” and “blue one” (the highlighted words are the stresses) (Jenkins, The Phonology of English as an International Language). In connection to ESL and EFL teaching there are various types of teachers where Teachers of English to Speakers of Other Languages (TESOL) is the main title: “Teachers of English to Speakers of Other Languages (TESOL): The acronym TESOL is a general industry term used to describe educating English Learners. Within TESOL, the following terms are used (How to Become an English as a Second Language (ESL) Teacher, 2015): Teaching English as a Second Language (TESL): TESL involves teaching English to speakers of other languages and it most often interchanged with the term ESL teaching/teachers (How to Become an English as a Second Language (ESL) Teacher, 2015). Teaching English as a Foreign Language (TEFL): TEFL involves teaching English abroad where English is not the primary language (How to Become an English as a Second Language (ESL) Teacher, 2015). English to Speakers of Other Languages (ESOL): ESOL programs, which may also be referred to as English as a Second Language programs, generally teach basic grammar, vocabulary and colloquial terms and phrases to ELLs in a community college, community program, or online program setting (How to Become an English as a Second Language (ESL) Teacher, 2015).

10

English Language Learner (ELL): ELL simply refers to students who are not currently proficient as English speakers and are in the process of developing their English language skills. ELL students are referred to as such in both ESL specific classes and regular content area classes that they are integrated into” (How to Become an English as a Second Language (ESL) Teacher, 2015).

2.2.3

ENGLISH AS A LINGUA FRANCA vs. ENGLISH AS A FOREIGN LANGUAGE

The difference between ELF and EFL is more crucial than it might look thanks to the acronyms. First, the term EFL – English as a foreign language. While studying (any) language as a foreign one, its “focus is very much on where the language comes from, who its native speakers are, and what cultural associations are bound up with it” (Seidlhofer, 17). The learners are being encouraged to use the language, including pronunciation, expressions, idioms and accent, as the native speakers do. To learn the language that way is important for the people who consider moving abroad – to the country where the language is their mother tongue. Seidlhofer gives these reasons: “Conceiving of „English‟ in this way is the obvious option for learners and users of English who have a particular interest in (one of the) English-speaking cultures, and wish to identify with the community that speaks it, for instance because they love the literature, have friends there, or because they want to study in or emigrate to a country where English is a dominate/majority/official language” (Seidlhofer, 17). Once, the person is decided to move abroad, he or she should be prepared for possible judging and not accepting to the local community. On the other hand, the purpose of ELF is the opposite. The main purpose of ELF is to be able to communicate with other non-native speakers while attending some international conference, going for a business trip, etc. As Seidlhofer adds: “In such ELF interactions, participants are typically focused on co-constructing a viable modus operandi to achieve a communicative goal, whether that is negotiating a business contract, hammering out a political compromise, arguing about scientific experiments, or having a good time with a group of tourists in a seaside tavern. In such situations, it would be interactionally counter-productive, even patently absurd in most cases, for

11

speakers to (strive to) adhere to ENL linguacultural norms when no ENL speakers may even be present” (Seidlhofer, 18). To sum up those main differences, if the person does not have any plans for moving abroad for some business issue or simply live there, it is not necessary to study language as the foreign one; for the purpose of being able to communicate with friends living abroad or using the language for communication during the vacation, the lingua franca is sufficient.

12

3 USAGE OF ENGLISH 3.1 GROUPS OF ENGLISH SPEAKERS Since English has become widespread all over the world the variety of people who use it has become as wide. In simple terms: the so called “native speakers” for whom English is their mother tongue, and speakers of English who learn English outside their home for various purposes (communication abroad, studies in a foreign country, travelling, etc.). However, the linguists dealing with this issue, such as Graddol or Kachru, go even further in their categorization. “There are three types of English speaker in the world

today,

each

within

a

different

relationship

with

the

language.

First-language (L1) speakers are those for whom English is a first - and often only – language,” (Graddol, 10). That countries´ culture is based around English. “Second language (L2) speakers have English as a second or additional language... each is used in different contexts... The third group of English speakers are the growing number of people learning English as a foreign language (EFL),” (Graddol, 10).

Figure 1. The three circles of English according to Graddol. “The Future of English?”, Graddol, 10.

13

Figure 1 shows “the three circles of English as overlapping makes it easier to see how the „centre of gravity‟ will shift towards L2 speakers at the start of the 21st century” (Graddol, 10). Braj Kachru who was a Jubilee Professor Emeritus of Linguistics from Kashmir in India presented the circles of English for understanding the utilization of the language in world countries.

Figure 2. The three circles of English according to Kachru. “The Future of English?”, Graddol, 10.

Figure 2 demonstrates “the three circles of English according to Kachru (1985) with estimates of speaker numbers in millions according to Crystal (1997)” (Graddol, 10l). “The inner circle refers to the traditional bases of English, where it is the primary language: it includes the USA, UK, Ireland, Canada, Australia and New Zealand (Crystal, 60). The outer or extended circle involves the earlier phases of the spread of English in nonnative settings, where the language has become part of a country‟s chief institutions, and plays an important „second language‟ role in a multilingual setting: it includes Singapore, India, Malawi and over fifty other territories (Crystal, 60). The expanding or extending circle involves those nations which recognize the importance of English as an international language, though they do not have a history of colonization by members of the inner circle, nor have they given English any special administrative status. It includes China, Japan, Greece, Poland and (as the 14

name of this circle suggests) a steadily increasing number of other states. In these areas, English is taught as a foreign language,” (Crystal, 60).

3.2 BUSINESS ENGLISH As mentioned in chapter 2.1. English is, apart from other purposes, frequently used in business. The main goal of businessmen is not to be able to communicate on an above standard level, but to make business successfully. English thus becomes only one of the tools to reach this primary goal. As proficient English is not the priority, it is quite common that a speaker‟s own vocabulary and expressions specific for a particular field which often differ from the native speaker‟s standard are used. “Experienced users of English as a foreign language may acquire communicative skills which are different from those of native speakers, reflecting the more hazardous contexts of communication in which they routinely find themselves... There may already be more people who speak English as a foreign language” (Graddol, 13).

3.3 THE FUTURE OF ENGLISH As mentioned in the previous chapters the position of English as the global language has been gained due to several reasons, out of which the historical was the most crucial one. The history of English has been very long and includes the period of colonialism that caused the spread of English into many countries all over the world. It has been used in many fields especially business. It can be claimed that business has been functioning thanks to English. It is an inseparable part of way of living of great amount of people, which is unlikely to change in the near future. “There is no reason to believe that any other language will appear within the next 50 years to replace English as the global lingua franca. The position of English has arisen from a particular history which no other language can, in the changed world of the 21st century, repeat,” (Graddol, 58). Of course there are other languages that might become global; however it will take quite a long time before they establish as strong position as English.

15

“Preliminary results indicate that on this basis Spanish is one of the languages which

will

rise

most

quickly.

The

nearest

rivals

to

English

– German, French and Japanese, will grow much more slowly. The relative positions of the „top six‟ are likely to change during the coming decades, but it is unlikely that any other language will overtake English” (Graddol, 59).

16

4 ENGLISH AND SCHOOL 4.1 EUROPEAN SCHOOLS “English is currently the most widely studied foreign language in the European Union (EU).” (Graddol, 44). Figure 3 “is based on data from the early 1990s. Since then the national curricula in many EU countries have been restructured, resulting in a rise in hours of modern-languages teaching and a broader range of languages offered. The enlargement of the EU itself, with association agreements with Poland, the Czech and Slovak Republics, Hungary, Romania and Bulgaria, has benefited not only English but perhaps more particularly German, which is a popular second foreign language in northern and eastern Europe.” (Graddol, 44).” English as a second language is more and more taught at a primary school or even earlier level of children‟s education.

Figure 3. Studied foreign languages. “The Future of English?”, Graddol, 9. “The number of people learning English has in recent years risen rapidly. This, in a part, reflects changes in public policy, such as lowering the age at which English is taught in schools” (Graddol, 11).

17

4.2 ENGLISH AT SCHOOL English is taught as a first foreign language in many countries. The authorities of many countries realise the importance of acquiring the knowledge of English. The question is if the teachers are able to teach it as a common language? According to Penny Ur: “Teachers need to provide learners with a practicable and appropriate model for a future using English as a lingua franca,” (Ur, 86). The person who is fully competent to use English as a lingua franca is a “speaker with a wide vocabulary, accurate grammar, easily understood accent” (Ur, 1).

Those

aspects

are

the

most

important

to

communicate

with

a foreigner. Penny Ur mentions that: “we need to teach for communication, and a lot of users of English as a lingua franca are communicating perfectly effectively with limited grammar and without standard grammatical usages” (Ur, 2). It is also important to show students how native speakers communicate as it might happen they move abroad - especially to an English speaking country - for studies or a job. At that point it may occur that they will not understand many words the native speaker uses. “Unsurprisingly, not being familiar with certain vocabulary items can give rise to problems, particularly when speakers lack paraphrasing skills. Most interesting, perhaps, are cases of „unilateral idiomaticity‟ (Seidlhofer, 2002), where particularly idiomatic speech by one participant can be problematic when the expressions used are not known to the interlocutor(s). Characteristics of such unilateral idiomaticity are, for example, e.g., metaphorical language use, idioms, phrasal verbs, and fixed ENL expressions such as this drink is on the house or can we give you a hand” (Seidlhofer, 220). Although it is presumed that students will communicate mostly with non-native speakers “many teachers and learners today still prefer a „native speaker‟ model. But native speakers are often limited to their own local dialect and may not be aware of international usages,” (Ur, 5). So As Penny Ur mentions in her work, there are many dialects of English but the official dialect that students are taught is British one. Many materials are written in Great Britain but it does not necessarily mean that the students should have British accent. Students should be allowed to choose their accent as it is not so important as far as they are able to understand and communicate in English. 18

4.2.1

TEACHING METHODOLOGY IN TEFL/TESOL

There are various types of teaching methodology in TEFL and TESOL but two methods are commonly taught in TEFL certification programmes. The first methodology is called “PPP”, i.e. “Present, Practice and Produce” and the second one is “ESA” which stands for “Engage, Study and Activate” (TEFL Methodology, 2015). First, the methodology PPP shall be introduced. As it was mentioned previously, the first letter P stands for “Presentation” which “involves presenting the target language to the students generally through eliciting and cueing of the students to see if they know it and then providing the language if no one does. The target language is usually put on the board either in structure (grammar-type) charts or in dialogs.” In this part the teacher is more active in speaking than the students, the teacher should spend 65 - 90% of his or her time by talking to the students. This whole part should take 20 40% of the whole teaching lesson time. (TEFL Methodology, 2015) The next P refers to “Practice” where students practice their language skills through various activities. Each of the lessons should involve one to three activities from very structured to less-structured activities. In this part the students should talk as much as possible and it should contain 60 - 80% of talking carried out by students. This whole process should last 30 - 50% of the lesson time. (TEFL Methodology, 2015) The last P is “Production”; where the students use what they have learned during the lesson and what they have practised in conversation about daily routines, daily life, themselves and various situations which might come in a real life. This is the part where students should spend the most time of talking only by them – 90%. This whole component should cover 20 - 30% of the lesson time. (TEFL Methodology, 2015) All those components should be used during the English lesson and all the teachers should be aware of them. However, “one of the most common errors untrained teachers make is that they talk too much. EFL students get very little chance to actually use the language they learn and the EFL classroom must be structured to create that opportunity.” According to this fact, the schools should be more interested in training teachers more efficiently and connect it with the Maturita Exam as well. (TEFL Mwthodology, 2015)

19

Another concept is ESA, i.e. “Engage, Study and Activate”. This concept is similar as PPP but it is on a superior position. Nevertheless, the PPP methodology is easier for teachers and therefore it is more commonly used. (TEFL Methodology, 2015) One of the efficient training methods is pairwork and working in small groups. “Most speaking practice in the classroom should be done in pairs and small groups with students talking to each other.” The teacher should not get involved so often and he or she is mentioned to be there as the students´ leader and be helpful if necessary. The time spent by talking and practising English will increase rapidly. But “one of the biggest problems EFL students have is the very limited amount of time they actually get to practice speaking and listening in direct interaction. Often their only opportunity is in their classroom” (TEFL Methodology, 2015). Those two teaching methods, PPP and ESA, are parallel to inductive and deductive teaching methods when PPP represents the deductive method and ESA the inductive one. (Bilash, 2011) “A deductive approach to instruction is a more teacher-centered approach. This means that the teacher gives the students a new concept, explains it, and then has the students practice using the concept. For example, when teaching a new grammar concept, the teacher will introduce the concept, explain the rules related to its use, and finally the students will practice using the concept in a variety of different ways” (Bilash, 2011). “In contrast with the deductive method, inductive instruction makes use of student “noticing”. Instead of explaining a given concept and following this explanation with examples, the teacher presents students with many examples showing how the concept is used. The intent is for students to “notice”, by way of the examples, how the concept works” (Bilash, 2011). 4.2.2

ACCENTS IN ELF

It is important to realize that as there are many English speakers from various countries, their accents are very different. It is a well-known fact that British English is the only correct one. It is ELF which wants to show that there is no right pronunciation

20

and as long as the people´s expression abilities are clear, there is no need to worry about the accent. Cauldwell came up with recordings feature speakers from Argentina, France, Germany, Japan, Poland, and Sudan, and the accompanying text is: English is often thought of as being the property of British and American native speakers and British and American accents have become the benchmarks for proficiency in pronunciation and speaking. Recently, the appropriacy of these benchmarks has been challenged. The people pictured (on the webpage) speak as well as, or better than, many native speakers while retaining an important part of their personal, social, and cultural identity – their accent. They are all expert communicators in English, with accents from their first language backgrounds – Polish, German, Japanese, etc. All of them use English in their professional lives” (Jenkins, 250).

Those records can help teachers to make their English classes more interesting. Students can learn more about English accents and they can think about other accents. They can realize that they have a Czech accent as well. The teacher could also come up with special tasks to do at home such as find some non-native speakers with their original country accent on the Internet and then present their finding to their classmates. The students can learn something about the country and their culture as well. Another thing the teacher could do with their students is that they try to imitate the various accents and play some games, e.g. the students can guess which accent their classmates imitate; the teacher could play them more accents from different countries or even continents, and then all students have to guess from which country the talking person was. There are many ways how to show students the variety of English accents. Another way how to avoid insisting on the correct accent is Underhill´s phonemic chart. Jenkins mentions this chart in her work: “This could be even to the extent of removing non-core sounds for production altogether (for example, /s/ and /z/ could be used for /θ/ and /ð/ in the German ELF chart), although for reception, learners would still need familiarizing with all the alternatives, both NNS1, for example, /t/ and /d/, as well as the NS2 / θ/ and /ð/. This would help remove the stigma from 1 2

Non native speakers Native speakers

21

replacements of NS English ´th´ by, in effect, marginalizing the NS variants and prioritizing the NNS” (Jenkins, 251), People should not be too worried about their accent as there is nothing wrong about talking with the country-origin one.

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5 THE MATURITA EXAM The Maturita Exam is defined by two main curricular documents in Czech: it is Rámcový vzdělávací program (RVP) and Školní vzdělávací program (ŠVP) which contains another document focused on the state exam (available on the website www.novamaturita.cz). The secondary school is finished by passing the Maturita Exam. Obligatory subjects are Czech language, foreign language or Mathematics; optional subjects are foreign language or Mathematics and profiled part consists of two to three obligatory subjects which are settled by the principal or by RVP and maximum of two optional subjects given by the principal. The Maturita Exam in the foreign language – English, German, Spanish, French and Russian - consists of three parts (Zkoušky a předměty, 2015): 1. Didactic test – reading and listening 2. Writing part 3. Speaking part The goal of those three parts is to “cover all the students´ main language competences” and “avoid the risk that the absence of any competence file while evaluating could lead to getting lower its meaning while studying” (Zkoušky a předměty, 2015). In case of failing, the student repeats only the failed part.

5.1 THE FORM OF THE FOREIGN LANGUAGE PART OF THE STATE EXAM “A foreign language is an examining subject of the common part of the Maturita Exam. Currently, there are possible five foreign languages in the common part – English, French, German, Spanish and Russian language. The student can choose only the language which is being taught at the school. Thus, studying the chosen foreign language is not the condition. The exams are being prepared for the students and offered in one level” (Cizí jazyk, 2015).

23

“Regarding the profile part of the Maturita Exam it is the headmaster who defines the offer of the obligatory and optional exams according to Framework and School Educational programme in accordance with a regulation of the ministry” (Cizí jazyk, 2015). As it was mentioned at the beginning of this chapter, the Maturita Exam in the foreign language is divided into three parts. The didactic test is a 95 minute long form, in which there are 35 minutes dedicated to the listening part and the rest of the 60 minutes is focused on reading and language knowledge and skills. The writing part lasts 60 minutes and the students have to write an essay about given topic. (Cizí jazyk, 2015) In the last part of the speaking section students are supposed to express their kowledge by talking with a teacher. The exam itself lasts 15 minutes; before the act, the students have 20 minutes for making notes and preparation for their speech. At the beginning, the students draw a number which belongs to a worksheet – one for a student and one for a teacher. (Cizí jazyk, 2015)

5.2 ELF IN THE MATURITA EXAM DOCUMENTS The term ELF is not mentioned directly in the curricular documents but there are some parts which can be considered as referring to ELF. (As the information was taken from the Czech curricula documents it was not translated, except the highlighted parts which are important for this thesis.) 1. Školský zákon – Education Act, §78a, 1st paragraph of 561/2004 – catalogues of requirements: The content of the state exam is mentioned in so called “catalogues of requirements”. Each catalogue contains all the information, i.e. student requirements, the exam specification and examples of tests with tasks for partial exams. § 78a (1) “The range of knowledge and skills which can be verified by exams of the common parts of the Maturita Exam are settled by the ministry in catalogues of exams requirements of the common part of the Maturita Exam for corresponding examined subject. The catalogues are available in the form of enabled by distance 24

access

no

later

than

24

months

before

the

term

of

the

exams.”

(Předpis č. 561/2004 Sb. Zákon o předškolním, základním středním, vyšším odborném a jiném vzdělávání (školský zákon), 2015) 2. Document on “the state Maturita Exam”: In Katalog poţadavků zkoušek společné části maturitní zkoušky which was compiled by CERMAT only a few passages reflect the speaking part of the Maturita Exam. The chapter focused on a document on the state Maturita Exam also defines the requirements focused on teaching English as a foreign language (see Appendix 1 for the full Czech version of the text). “Vliv mateřského či jiného cizího jazyka můţe být postřehnutelný, nesmí však narušit srozumitelnost ústního projevu ţáka. … … partner v komunikaci mluví spisovným jazykem, vyhýbá se pouţívání málo běţných výrazů a slovních spojení, přílišnému uţívání idiomů a netypickým nebo málo běţným regionálním odchylkám ve výslovnosti. Interakce ţáka a partnera v komunikaci se vztahuje ke konkrétním a běţným tématům a ke kaţdodenním, snadno předvídatelným situacím, které mohou nastat např. při interakci s cizincem /rodilým mluvčím v České republice, při cestování do zahraničí nebo během pobytu v zahraničí (ubytování, nakupování, jednání s úřady apod.). Ţák si dovede poradit i v méně běţných situacích (např. svědecká výpověď na policii) a dovede se v omezeném rozsahu a s omezenou přesností vyjadřovat i k abstraktním tématům. … přátelského rozhovoru s rodilým mluvčím … setkání s přáteli nebo osobami ze zahraničí….“ (Katalog poţadavků zkoušek společné části maturitní zkoušky, 2014, CERMAT) The translated ELF parts (translated by K. Š.): “The influence of the mother tongue can be noticeable but it cannot influence the intelligibility of the student´s spoken performance.” – This statement is mentioned in the document three times.

25

“... the partner uses standard language, avoids using less frequent expressions, overusing idioms and atypical or less frequent local deviations in pronunciation.” “The interaction of the students and the partner in communication is connected with concrete and common topics and to everyday life, easily predicted situations which can happen, e.g.: situations which can happen with interaction with a foreigner/native speaker in the Czech Republic, going abroad or during the visit abroad (accommodation, shopping, dealing with authorities etc.). The student is able to deal with less common situations (e.g.: testimony) and is able to express himself to abstracts topics with limited range and accuracy.” “The student´s communication is clear in spite of the presence of mistakes in pronunciation, foreign accent or wrong intonation; the student´s speech is sufficiently fluent and it is mostly possible to follow it.” “... friendly conversation with a native speaker.” “... meeting friends or foreigners.” 3. School Educational program In this part the School Educational programs (SEP) will be mentioned. There are four programs as four schools participated in the practical part; namely: SEP The Academy of Security and Legal Work SEP The Secondary School of Art and Design SEP School of Hotel Industry and Tourism SEP The Classic and Spanish Secondary School The following information will be given in Czech as it was quoted from the specific documents. However, the information about ELF was translated into English.

1. SEP The Academy of Security and Legal Work (see Appendix 2 for the full Czech version of the text) “…- vyjadřuje se kultivovaně, věcně a jazykově správně v mluvené i psané podobě, 26

- komunikuje a písemně se vyjadřuje ve dvou cizích jazycích - osvojení potřebných jazykových znalostí a dovedností a aktivní vyuţití účinné komunikace v anglickém jazyce; … formování vzájemného porozumění mezi zeměmi… …- tematické okruhy zaměřené obecně i odborně; - komunikační situace… …- dosáhnout jazykové způsobilosti potřebné pro komunikaci v cizojazyčném prostředí… …-

dokáţe

experimentovat,

zkoušet

a

hledat

způsoby

vyjádření

srozumitelné pro posluchače; - vyslovuje srozumitelně co nejblíţe přirozené výslovnosti; - pouţívá opisné prostředky v neznámých situacích, při vyjadřování sloţitých myšlenek“ (Bezpečnostně právní akademie, ŠVP, 68-42-M/01 Bezpečnostně právní činnost) The translated ELF parts (translated by K. Š.): “... acquire language knowledge and skills needed to communicate English actively and efficiently creating mutual understanding among countries communication situations language functions (phrases covering most everyday situations) express oneself relevantly to the purpose of the particular situation express ones thoughts intelligibly and coherently achieve language competence needed to communicate in a foreign language environment is able to experiment, try and seek ways of expressing illegible to the listeners pronounces illegibily as close to the natural pronunciation as possible communicates confidently uses the acquired vocabulary actively 27

uses paraphrasing in unknown situations while expressing complicated thoughts” (Bezpečnostně právní akademie, ŠVP, 68-42-M/01 Bezpečnostně právní činnost). 2. SEP The Secondary School of Art and Design “… znalostí světového jazyka na úrovni běţné komunikace… … řešit běţné kaţdodenní ţivotní situace v cizojazyčném prostředí… ... Výuka cizího jazyka systematicky rozvíjí všeobecné a komunikativní kompetence ţáka a vede ho ke schopnosti přirozeně reagovat, aktivně se účastnit témat běţné kaţdodenní komunikace… … komunikovat v různých situacích kaţdodenního osobního nebo veřejného ţivota … volit adekvátní komunikační strategie a jazykové prostředky. … odhadnout významy neznámých výrazů…“ (Střední škola umění a designu, ŠVP, 82-41-M/5 Grafický design) The translated ELF parts (translated by K. Š.): “... the knowledge of the world language on the communication level dealing with everyday situations in foreign language area teaching foreign language systematically develop the student´s general and communicative competence and lead him to the ability of natural reaction, actively participate topics of everyday communication communicate in various situations of everyday personal or public life choose the right communication strategy and language estimate meanings of unknown expressions...” (Střední škola umění a designu, ŠVP, 82-41-M/5 Grafický design)

28

3. SEP School of Hotel Industry and Tourism “… - aktivně komunikuje ve dvou cizích jazycích… v kontaktu se zákazníkem v kontaktu s obchodními partnery v mezinárodním pracovním týmu … odborná praxe v zahraničí… komplexně rozvinout multikulturní kompetence ţáků, zejména schopnost zapojit se do zahraničního týmu, překonat a vyřešit řadu problémových situací, potvrdit a upevnit si jazykové i odborné kompetence. … komunikovat v různých situacích kaţdodenního osobního i pracovního ţivota… … komunikace v občanském i pracovním prostředí, tedy v oboru turistika, hotelnictví, gastronomie… - schopnost komunikace: ţáci si poradí ve většině situací, které mohou nastat při cestování do dané jazykové oblasti, zapojí se do hovoru o tématech běţného

ţivota

a jejich zájmu. - schopnost samostatného ústního projevu, ţáci popisují své záţitky, události, přání, odůvodňují své názory, vyprávějí příběh, koherentně spojují fráze…” (Školní vzdělávací program Hotelnictví a turismus, 65-42-M/01 Hotelnictví) The translated ELF parts (translated by K. Š.): “...actively communicate in two foreign languages contact with the customer contact with business partners in international working team specialized practice abroad Develop comprehensively the student´s multicultural competences, especially the ability of joining the foreign team, overcome and solve many problematic 29

situations, confirm and consolidate language and specialized competences communicate in various everyday situations of personal and business life communication in civil and business environment, i. e. tourism, hotel industry, gastronomy The ability of communication: the students can handle the most situations which can happen while travelling to the given language area, they join the conversation about everyday life topics and their interests the ability of individual oral speech, students describe their experience, events, wishes, give reasons for their opinions, tell story, coherently connect phrases...” (Školní vzdělávací program Hotelnictví a turismus, 65-42-M/01 Hotelnictví) 4. SEP The Classic and Spanish Secondary School “… moţnosti kontaktů s vrstevníky z jiných zemí.“(Školní vzdělávací program pro gymnaziální vzdělávaní, Klasické a španělské gymnázium) The translated ELF parts (translated by K. Š.): “... the opportunity of the contact with the person of the same age from other countries” (Školní vzdělávací program pro gymnaziální vzdělávaní, Klasické a španělské gymnázium).

5.2.1

SUMMARY

According to the Maturita Exam catalogue of requirements the main goal of the successful passing the foreign language is that the student is able to communicate in daily expected situations and also is being prepared for some unusual situations such as dealing with authorities in foreign countries. This piece of information refers to the ELF – communication with non-native speakers. However, there is also a part which envisages the communication with the native-speakers as well: “... friendly conversation with a native speaker” (Katalog poţadavků zkoušek společné části maturitní zkoušky, 2014, CERMAT).

30

The student´s mother tongue can affect the foreign language a bit. The document says that: “The influence of the mother tongue can be noticeable but it cannot influence the intelligibility of the student´s spoken performance” (Katalog poţadavků zkoušek společné části maturitní zkoušky, 2014, CERMAT). This statement is mentioned three times in the document which means that it is an important aspect of the state exam. In the SEP The Academy of Security and Legal Work is mentioned that the Maturita Exam topics are focused on the general daily situations and that the student is able to deal with them without any difficulties: “achieve language competence needed to communicate in a foreign language environment” (Bezpečnostně právní akademie, ŠVP, 68-42-M/01 Bezpečnostně právní činnost). The student of this secondary school is also able to come up with their own ideas how to express themselves in the foreign language: “... is able to experiment, try and seek ways of expressing illegible to the listeners...” (Bezpečnostně právní akademie, ŠVP, 68-42-M/01 Bezpečnostně právní činnost), which leads them to think about the language and not only remember some expressions and words. The SEP The Secondary School of Art and Design mentions the similar statement about finding another way of expressing as the above mentioned secondary school. The student is able to “estimate meanings of unknown expressions” (Střední škola umění a designu, ŠVP, 82-41-M/5 Grafický design). In the document SEP School of Hotel Industry and Tourism is mainly mentioned the communication in foreign countries as it is a secondary school focused on training future workers of the tourism and hotel industry so they are supposed to be able to communicate with foreigners in everyday life. This information is given as: “communication in civil and business environment, i. e. tourism, hotel industry, gastronomy” (Školní vzdělávací program Hotelnictví a turismus, 65-42-M/01 Hotelnictví). But they are also able to communicate not only in some business situations: “The ability of communication: the students can handle the most situations which can happen while travelling to the given language area, they join the conversation about everyday life topics and their interests” (Školní vzdělávací program Hotelnictví a turismus, 65-42-M/01 Hotelnictví). The last SEP The Classic and Spanish Secondary School mentions only one

31

statement connected to ELF which is: “the opportunity of the contact with the person of the same age from other countries” (Školní vzdělávací program pro gymnaziální vzdělávaní, Klasické a španělské gymnázium). To sum up all given information connected to the presence of ELF in curricula documents it is important to mention that in each document is noticeable the possible future communication in English with non-native speakers.

32

6 THE PRACTICAL PART Considering all the information mentioned in the theoretical background subhead, I decided to conduct a research study which examines the situation of ELF teaching at Czech secondary/grammar schools located in Brno. A questionnaire was applied to find information about the students‟ and teacher‟s attitude towards English as one of the Maturita Exam subjects, the teaching methods, the importance of English and other specific types of questions which will be discussed below. The practical part consists of four subchapters: the first subchapter describes the research background, the context and the conditions in which the research was carried out. The second subchapter presents the participants of the research. The third subchapter describes the methodology of the data collection. Finally, the fourth subchapter summarizes the collected information.

6.1 RESEARCH BACKGROUND AND CONTEXT The research was conducted in September and October 2015 in four participating schools: The Academy of Security and Legal Work, Zoubkova, Nový Lískovec The Secondary School of Art and Design, Francouzská, Brno-město The School of Hotel Industry and Tourism, Bosonoţská, Starý Lískovec The Classic and Spanish Secondary School, Vejrostova, Bystrc. The plan of choosing a specific level of students, namely the secondary/grammar school students from 4th grade, was clear due to the topic of this thesis – the speaking part of the Maturita Exam. There was a presumption that at this educational level students do not only have basic language skills but they can think about English in a wider context rather than taking it as a useless obligatory subject. They are also more experienced in learning and using English.

33

6.2 PARTICIPANTS Eight teachers and ninety 4th grade students were subject to the research. The students were not chosen intentionally but by their English teachers who knew which students take the Maturita Exam in English, which was the only condition. Each school was represented by two English teachers. Fourteen students were from the School of Hotel Industry and Tourism; twenty-four students from the Academy of Security and Legal Work; thirty-two students from the Secondary School of Art and Design and twenty students from the Classic and Spanish Secondary School. The variety in the number of students is due to their attendance. 6.2.1

TEACHERS

In the following lines is given general information about the participating teachers, i.e. their qualification and how long they have already been teaching for. The teachers from the Academy of Security and Legal Work: The first teacher has qualification in Mathematics, Chemistry and English and he/she has already been teaching for nine years. The second teacher graduated from the Faculty of Art at Palacký University in Olomouc where he/she got the pedagogical minimum. The teacher did not answer what qualification he/she has. The teachers from the Secondary School of Art and Design: The first teacher is qualified in a program called Teaching for Language Schools and he/she has already been teaching for thirty years with some breaks. The second teacher has qualification in English and Russian for the 2nd degree of the primary schools and for the secondary schools and he/she has already been teaching for ten years. The teachers from the School of Hotel Industry and Tourism:

34

The first teacher is qualified in German and Russian and he/she has already been teaching for four years. The second teacher graduated in Pedagogical faculty of Masaryk University but he/she did not answer in what field and has already been teaching for twenty years. The teachers from the Classic and Spanish Secondary School: The first teacher is qualified in English and Mathematics and has already been teaching for eighteen years. The second teacher graduated from the Faculty of Arts of Masaryk University in the program called English for Secondary Schools and at first, he/she was teaching for three years in the language school and then has already been teaching for eight years in the grammar school. 6.2.2

STUDENTS

The following general information is about the participating students; how old they were, for how long they have already been interested in English and when they started to learn English. Tab 1 The Students´ Age 18

19

20

BPA

15

6

3

SŠUD

23

5

3

HotSkola

6

5

3

GyBy

17

3

0

Tab 2 Time spent interested in English 3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

years BPA

1

1

0

2

2

4

5

4

2

1

1

0

0

0

1

SŠUD

0

1

0

1

1

1

6

10

2

3

1

3

0

0

0

HotSkola

0

0

1

1

1

1

2

2

0

0

1

1

1

1

0

GyBy

0

0

0

0

0

0

1

6

2

0

4

3

3

1

0

35

Tab 3 Time spent studying English Kinder-

1st

2nd

3rd

4th

5th

6th

7th

8th

1st of the sec.

garten

school

BPA

0

0

0

5

9

2

5

1

0

1

SŠUD

0

4

1

6

15

1

2

0

1

1

HotSkola

1

3

0

3

4

0

2

0

1

0

GyBy

3

1

3

9

4

0

0

0

0

0

6.3 METHODOLOGY The research was done in the form of a questionnaire for both the students and the teachers. The questionnaire was divided into three parts: 1st part was about ELF, 2nd part was about the Maturita Exam and the last 3rd part contained general questions. There were open, semi-open and closed questions; twenty questions for students and nineteen for teachers. Every time, one of the teachers was present while students were filling out the questionnaires. The teacher present in the class was completing the questionnaire with the students and the second teacher filled it out outside of the class. All the questionnaires, both students´ and teachers´, were completed anonymously. 6.3.1

TEACHERS

Teachers were contacted via a telephone and asked to fill out a questionnaire about English as a Lingua Franca for the purpose of this bachelor thesis. The aim of the questionnaire was to find out as much information as possible about the teacher‟s opinion about the Maturita Exam, awareness of ESL and teaching methods. The questionnaire included four closed questions, six semi-open questions and eight open questions, which was sufficient to gain the required information. The content of the teachers´ questionnaire was similar to the students‟ questionnaires with more questions about the future of English as a common language, the teaching methods, and the awareness of English as a Lingua Franca. 36

6.3.2

STUDENTS

As mentioned above ninety students appointed by the teacher took part in the research. After the initial explanation of the purpose of this research students were asked to fill out the questionnaire which included four closed questions, five semiopened questions and eleven open questions. Filling out the questionnaire took twenty to thirty minutes. The main idea of the questionnaire was to find out the students‟ opinion about the speaking part of the Maturita Exam, whether they feel that school can prepare them for using English efficiently in communication with other speakers whose first language is not English from the perspective of English as a Lingua Franca and their awareness of ELF.

6.4 OVERVIEW OF FINDINGS This subchapter contains all results of given questionnaires. The first part shows the graphs of closed questions and compares the participants´ answers, the second part summarizes the participants´ answers to open and semi-open questions, which are divided into several categories. TEACHERS (8 teachers)

1st part: English as a Lingua Franca (see Appendix 3) 1. Do you think it is important to be able to communicate in English?

37

Importance of communication 1 The Classic and Spanish Secondary School

2

The Secondary School of Art and Design

2

The Academy of Security and Legal Work

2

School of Hotel Industry and Tourism

2

Yes No

0

0.5

Do not know

1

1.5

2

2.5

All eight participated teachers agreed that it is important being able to communicate in English. 2. What do you think is the most important aspect of the speaking skills? More answers are possible. The most important aspect 1 The Classic and Spanish Secondary School

2

The Secondary School of Art and Design

2

The Academy of Security and Legal Work

2

School of Hotel Industry and Tourism

2

2

2

Vocabulary

1

Grammar Pronunciation

1

Accent

0

1

2

4

6

8

None of the participated teachers considered accent as the most important aspect of the speaking skills and only the teachers from The Classic and Spanish Secondary School consider also pronunciation as one of the most important aspects.

38

3. Do you consider having an accent important? Please, give a reason if your answer is “Yes” or “No”. Importance of having an accent 1 The Classic and Spanish Secondary School

2

The Secondary School of Art and Design

2

The Academy of Security and Legal Work

2

School of Hotel Industry and Tourism

2

Yes No

0

0.5

1

Cannot answer

1.5

2

2.5

None of the participated teachers consider having an accent as an important thing. For five of them - one teacher from the School of Hotel Industry and Tourism, one teacher from the Academy of Security and Legal Work, one from the Secondary School of Art and Design and two teachers from the Classic and Spanish Secondary School - it is important being able to communicate in English. 9. Do you think that English will be replaced in its international status by another language? If yes, by which?

39

Replacing English 1

The Classic and Spanish Secondary School

2

The Secondary School of Art and Design

2

The Academy of Security and Legal Work

2

Yes No

School of Hotel Industry and Tourism

Do not know

1

0

1

0.5

1

1.5

2

2.5

No teacher answered that English will be replaced by another language, however, one teacher from The Academy of Security and Legal Work mentioned that not only English but also Spanish and French are common languages as well. 2nd part: The Maturita Exam 2. Are you satisfied with the English textbook you are currently using from the point of view preparation the students for the speaking part of the Maturita Exam? Please, give a reason if your answer is “No”. Satisfaction with the textbook 1

The Classic and Spanish Secondary School

2

The Secondary School of Art and Design

2

Yes No

The Academy of Security and Legal Work

1

1

School of Hotel Industry and Tourism

1

1

0

0.5

1

1.5

40

Cannot answer

2

2.5

The only satisfied teachers were from the Classic and Spanish Secondary School who use Maturita Solutions, English Plus, Upstream B1+B2, Gateway B1+B2, FCE textbook and Matrix textbooks and the teachers from the Secondary School of Art and Design who use Maturita Solutions textbook. One teacher from the School of Hotel Industry and Tourism mentioned that there is a lack of conversation exercises; they use the same textbook as the previous mentioned school which is Maturita Solution. One teacher from the Academy of Security and Legal Work answered that: “there is a complete lack of suitable topics of the articles, listening exercises and tasks”; they use New Horizons textbook. 4. Would you change anything about the current style of the speaking part of the Maturita Exam? If your answer is “Yes”, what would you change? Changing the Maturita Exam 1 The Classic and Spanish Secondary School

2

The Secondary School of Art and Design

2

Yes No

The Academy of Security and Legal Work

2.5

School of Hotel Industry and Tourism

1

0

1

Do not know

1

1

2

3

4

The participated teacher from the Academy of Security and Legal Work is satisfied with the current style of the speaking part of the Maturita Exam, the another teacher from the same school admitted that there should be more time for this part as the students are not able to show their language skills completely. One teacher from the Secondary School of Art and Design would change some conversation topics. Both of the teachers from the Classic and Spanish Secondary School described the part as not united as there are many parts for discussing and not much time for proper examination and one of them also added that it does not exam the knowledge of the language. One of the teachers from the Secondary School of Art and Design summarized it as: “There are too many 41

parts and so little time for the single parts. I would limit it to the first three parts and the drop the fourth one (role-play).” 5. Do you think English should become one of the obligatory Maturita Exam subjects? English as an obligatory subject 1

The Classic and Spanish Secondary School

2

The Secondary School of Art and Design

1

5

10

Yes No

The Academy of Security and Legal Work

101

School of Hotel Industry and Tourism

2

0

Do not know

2

4

6

8

10

Answers to this question varied as the graph shows. Both of the teachers from the School of Hotel Industry and Tourism agreed on that English should not be one of the obligatory Maturita Exam subject. One of the teacher from the Classic and Spanish Secondary School suggested that there should be a foreign language obligatory subject but not only English. The following lines will show the teachers´ answers from the open questions. 1st part: English as a Lingua Franca 4. What kind of accents do you know besides American and British? Name them.

42

Kind of accents 1 Canadian

Australian

Indian

African

Maltese

GyBy

2

2

1

0

0

SŠUD

0

1

1

1

0

BPA

0

0

1

1

1

HotSkola

1

1

0

1

0

The Academy of Security and Legal Work: “I do not know if the Spanish, Polish, French are considered as “accents” or just a “pronunciation” One teacher did not know anything about the accent and did not know what to imagine under this term. 5. Have you ever been abroad in order to improve your English? If yes where and for how long? Being abroad 1 Great Britain for 1 year

Canada for 1 year

GyBy

1

0

SŠUD

2

1

BPA

0

0

HotSkola

0

0

The Academy of Security and Legal Work: Going abroad not for the main purpose of getting better in the language. The teacher did not answer which country he/she visited. School of Hotel Industry and Tourism: None of the participated teachers were somewhere abroad for practising their language.

43

7. Did you communicate in English with people from a non-English speaking country? If yes, from which one? Did you understand? Comunication with non-native speakers 1 Italy

Austria

France

Hungary

Norway

Japan China

Germany

GyBy

1

0

0

0

0

0

0

0

SŠUD

0

1

1

1

1

1

1

1

BPA

1

1

0

0

0

0

0

0

HotSkola

0

0

0

0

0

0

0

0

The Classic and Spanish Secondary School: Italy; was able to communicate – 1 Various European countries; was able to communicate – 1 The Secondary School of Art and Design: Was able to communicate – 1 Was not able to communicate – 1 The Academy of Security and Legal Work: Italy; was not able to communicate – 1 Austria; was not able to communicate – 1 School of Hotel Industry and Tourism: None of the teacher did communicate in English with people from a non-English speaking country. 8. Why do you think English has become an international language?

44

English as an communication language 1 Widespread Colonization lang.

The richest world countr.

GyBy

1

1

0

British Empire during the 19th cent. 0

Development of the USA

Easy lang.

0

0

SŠUD

0

0

2

0

0

0

BPA

1

1

0

1

1

0

HotSkola

1

0

0

1

0

2

Only three teachers out of eight mentioned the colonization which was the reason why English has become an international language. Many of them did not understand the question properly and that is the reason why their answers included unclear information. 11. Please explain briefly how you understand the concept of English as a Lingua Franca. Concept of ELF 1 Communication

Communication

with non-native

lang.

Do not know

speakers GyBy

1

0

0

SŠUD

1

0

0

BPA

0

1

1

HotSkola

1

0

0

The Classic and Spanish Secondary School: “Thanks to Latina, I suppose that it is the communication language on the international level.” The Secondary School of Art and Design: “English is not only a language of the native speakers but also a business language, culture connections, diplomacy.” 45

Only three teachers out of eight were able to answer the question correctly that ELF means communication in English with non-native speakers. 2nd part: The Maturita Exam 3. What kind of teaching methods do you use to practise conversation? Teaching methods 1 Pairwork

Dialogues

Roleplay

Information gap

Games

Retelling stories

Picture description

Groupwork

Classwork

GyBy

2

1

1

0

0

0

0

0

0

SŠUD

2

1

1

1

2

0

0

0

0

BPA

2

1

0

0

0

1

1

0

0

HotSkola

2

1

0

0

0

1

0

1

1

Each teacher from each school uses a favourite teaching method called pair-work which means that student talks to another student or student has a conversation with a teacher. 6. How is the presumption that English will not serve to communicate only with native speakers reflected in the teaching methods, as the case may be at the Maturita Exam? Communication with non-native speakers 1

GyBy

Records, Conversation listening with Czech to music teacher while examining at ME 1 1

Do not know

Less idioms during class

Predominate content of communication

1

Listening speakers from various countries 0

0

0

SŠUD

0

0

0

0

0

0

BPA

0

0

0

1

0

0

HotSkola

0

0

0

0

1

1

The Secondary School of Art and Design: “I think that it is not reflected at the Maturita Exam at all. However in the class, the listening parts are not only with native-speakers. We also invite some

46

students of AISEC every year, they help one week and they are from all over the world – Asia, Arabian countries, ... .” The Academy of Security and Legal Work: “The communication with anyone is important whether it is a native speaker or a person who learn the language.” STUDENTS (90 students)

1st part: English as a Lingua Franca (see Appendix 4) 1. Do you think it is important to be able to communicate in English? If yes, why is it so and if not, why not? Importance of being able to communicate 1 The Classic and Spanish Secondary School (20 students)

20

The Secondary School of Art and Design (32 students)

0

31

0

Yes No

The Academy of Security and Legal Work (24 students)

23

School of Hotel Industry and Tourism (14 students)

15

0

1

Do not know

0

10

20

30

40

Importance of being able to communicate 2 Being able to commun.

Travelling

Work

International lang.

Like lang.

Media

Living abroad

Do not like lang.

GyBy

60 %

10 %

20 %

25 %

5%

0%

0%

0%

SŠUD

56.25 %

15.63 %

28.13 %

28.13 %

0%

6.25 %

6.25 %

3.13 %

BPA

70.83 %

0%

4.17 %

0%

0%

0%

0%

0%

HotSkola

71.43 %

28.57 %

14.29 %

0%

0%

0%

0%

0%

47

2. What do you think is the most important aspect of the speaking skills? More answers are possible. The most important aspect 2

The Classic and Spanish Secondary School

20

The Secondary School of Art and Design

19

33

9

16

13 1

Vocabulary Grammar

The Academy of Security and Legal Work

23

School of Hotel Industry and Tourism

14

0

Pronunciation

9 72

Accent

8 7

20

40

60

80

Most of the students consider vocabulary as the most important aspect of the speaking skills, whereas Accent is the less important one, only for few students from the Secondary School of Art and Design and the Academy of Security and Legal Work it is important as well. 3. Do you consider having an accent important? Please, give a reason if your answer is “Yes” or “No”.

48

Importance of having an accent 2

The Classic and Spanish Secondary School

2

The Secondary School of Art and Design

12

5

5

20

7

Yes No

The Academy of Security and Legal Work

3

School of Hotel Industry 14 and Tourism 0

11

10

Cannot answer

9

10

20

30

40

Importance of having an accent 3 Being able to communicate

To fit in 5%

Better to have Br. accent 10 %

Better to have Am. accent 0%

Everyone has their own accent 15 %

GyBy

20 %

SŠUD

46.88 %

6.25 %

3.13 %

3.13 %

3.13 %

BPA

33.33 %

8.33 %

0%

0%

0%

HotSkola

7.14 %

0%

0%

0%

0%

The students were able to answer more correctly – that it depends on each ones´ nationality and their mother tongue – than their teachers who named some accents and did not mention the information about the influence of the mother tongue at all. 2nd part: The Maturita Exam 5. Are you satisfied with the current style of the speaking part of the Maturita Exam? (Describing and comparing pictures, an interview with teacher about specific topic.)

49

Satisfaction with the Maturita Exam 1

The Classic and Spanish Secondary School

7 1 5

The Secondary School of Art and Design

20

2

9

Yes No

The Academy of Security and Legal Work

13

School of Hotel Industry and Tourism

2

8

Cannot say

8 1 5

0

10

20

30

40

Most of the students were satisfied with the current style of the speaking part of the Maturita Exam. Some of the students were not able to answer yet and only few of them were not satisfied. The following lines will show the students´ answers from the open questions. 1st part: English as a Lingua Franca 4. What kind of accents do you know besides American and British? Name them. Types of accents 1 Scottish

French

Italian

Spanish

Czech

Irish

German

GyBy

30 %

10 %

5%

5%

15 %

45 %

10 %

SŠUD

12.5 %

6.25 %

3.13 %

0%

6.25 %

6.25 %

6.25 %

BPA

8.33 %

12.5 %

4.17 %

4.17 %

8.33 %

12.5 %

4.17 %

HotSkola

7.14 %

21.43 %

0%

0%

0%

0%

0%

Types of accents 2 Welsh

Swedish

Finnish

GyBy

15 %

0%

0%

0%

0%

0%

SŠUD

0%

3.13 %

3.13 %

3.13 %

0%

0%

BPA

0%

0%

0%

0%

4.17 %

4.17 %

HotSkola

0%

0%

0%

0%

0%

0%

50

Ukrainian Portuguese

Slovakian

Types of accents 3 Australian

New Zeeland

Canadian

Russian

Asian

African

Texan

Do not know

Influenced by mother tongue

GyBy

40 %

5%

35 %

10 %

15 %

0%

0%

15 %

10 %

SŠUD

34.38 %

6.25 %

15.63 %

3.13 %

3.13 %

6.25 %

0%

28.13 %

9.38 %

BPA

45.83 %

4.17 %

20.83 %

25 %

0%

4.17 %

0%

8.33 %

0%

HotSkola

14.29 %

0%

0%

0%

0%

0%

7.14 %

21.43 %

0%

Only five students out of ninety were able to answer correctly by one sentence that accent is influenced by the mother tongue. They tried to come up with all various accents. 5. Have you ever been abroad in order to improve your English? If yes where and for how long? Being abroad 2 GB

Canada

Austria

Germany

USA

Hungary

Malta

GyBy

50 %

5%

5%

5%

10 %

0%

0%

SŠUD

18.75 %

0%

0%

0%

0%

3.13 %

3.13 %

BPA

8.33 %

0%

0%

0%

0%

0%

0%

HotSkola

28.57 %

0%

0%

0%

0%

0%

0%

Being abroad 3 Italy

Portugal

Ireland

Russia

Switzerland

Bulgaria

GyBy

0%

0%

0%

0%

0%

0%

SŠUD

3.13 %

3.13 %

3.13 %

0%

0%

0%

BPA

0%

0%

0%

4.17 %

4.17 %

4.17 %

HotSkola

0%

0%

0%

0%

0%

0%

51

Being abroad 4 14 days

5 d.

7 d.

10 d.

3 weeks

4 w.

5 w.

1 month

2 m.

1 year

GyBy

15 %

10 %

20 %

0%

15 %

15 %

15 %

5%

0%

5%

SŠUD

3.13 %

0%

15.63 %

3.13 %

3.13 %

0%

0%

0%

3.13 %

3.13 %

BPA

4.17 %

20.83 %

4.17 %

4.17 %

0%

0%

0%

4.17 %

0%

0%

HotSkola

21.43 %

0%

0%

7.14 %

0%

0%

0%

0%

0%

0%

From each school at least two students have already been to Great Britain for practising their English. The student from the grammar school and the school of art and design has been abroad for one year which is the longest mentioned stay. 6. Did you communicate in English with people from a non-English speaking country? If yes, which one? Did you understand? Comunication with non-native speakers 2 Spain

Turkey

Austria

Germany

Croatia

Greece

Italy

GyBy

30 %

25 %

30 %

55 %

15 %

25 %

45 %

SŠUD

6.25 %

0%

12.5 %

12.5 %

3.13 %

3.13 %

28.13 %

BPA

16.67 %

12.5 %

12.5 %

20.83 %

12.5 %

12.5 %

20.83 %

HotSkola

14.29 %

14.29 %

12.43 %

0%

14.29 %

14.29 %

21.43 %

Communication with non-native speakers 3 France

Poland

Ukraine

Sweden

Switzerland

Portugal

Slovenia

GyBy

30 %

20 %

10 %

15 %

5%

10 %

5%

SŠUD

18.75 %

6.25 %

3.13 %

3.13 %

3.13 %

0%

0%

BPA

8.33 %

16.67 %

4.17 %

4.17 %

4.17 %

4.17 %

4.17 %

HotSkola

7.14 %

0%

0%

0%

0%

0%

0%

52

Communication with non-native speakers 4 Netherlands

Hungary

Romania

Serbia

Belarus

Bulgaria

Latvia

GB

GyBy

5%

10 %

5%

15 %

5%

0%

0%

0%

SŠUD

3.13 %

6.25 %

3.13 %

0%

0%

3.13 %

3.13 %

0%

BPA

4.17 %

0%

0%

0%

0%

16.67 %

0%

0%

HotSkola

0%

0%

0%

0%

0%

0%

0%

7.14 %

Communication with non-native speakers 5 Egypt

Russia

Mexico

Syria

China

Tunisia

Georgia

Taiwan

GyBy

5%

30 %

5%

5%

5%

5%

5%

10 %

SŠUD

12.5 %

6.25 %

0%

0%

0%

3.13 %

6.25 %

6.25 %

BPA

4.17 %

0%

4.17 %

4.17 %

4.17 %

12.5 %

0%

0%

HotSkola

14.29 %

0%

0%

0%

0%

0%

0%

0%

Communication with non-native speakers 6 Brazil

Arabia

Canada

Albany

Lebanon

Iran

Venezuela

USA

GyBy

10 %

0%

5%

5%

5%

10 %

15 %

10 %

SŠUD

3.13 %

0%

0%

0%

0%

0%

0%

0%

BPA

0%

4.17 %

0%

0%

0%

0%

0%

0%

HotSkola

0%

0%

0%

0%

0%

0%

0%

0%

Communication with non-native speakers 7 Korea

Japan

Thailand

India

Israel

Philippines

Arabia

Was able to communicate

GyBy

5%

0%

0%

0%

0%

0%

0%

70 %

Was not able to com. 0%

SŠUD

0%

9.38 %

3.13 %

9.38 %

3.13 %

3.13 %

0%

34.38 %

3.13 %

BPA

0%

0%

0%

0%

0%

0%

4.17 %

41.67 %

0%

HotSkola

0%

0%

0%

0%

0%

0%

0%

42.86 %

7.14 %

53

In these days the students use the internet for communication; the play online games or use Skype. There is no barrier for getting in touch with someone from a different culture such as Syria, Iran etc. 7. Do you communicate by written form with non-native people (e-mail, social websites)? If yes, which one? Writing with non-native speakers 1 GB

Poland

Ukraine

Sweden

Italy

France

Germany

GyBy

5%

10 %

10 %

15 %

20 %

15 %

30 %

SŠUD

0%

6.25 %

9.38 %

0%

6.25 %

9.38 %

12.5 %

BPA

4.17 %

12.5 %

4.17 %

4.17 %

8.33 %

4.17 %

12.5 %

HotSkola

7.14 %

0%

0%

0%

0%

0%

0%

Writing with non-native speakers 2 Turkey

Switzerland

Spain

Slovenia

Austria

Serbia

Croatia

GyBy

10 %

5%

10 %

5%

10 %

10 %

5%

SŠUD

6.25 %

3.13 %

0%

0%

0%

0%

0%

BPA

4.17 %

4.17 %

4.17 %

8.33 %

4.17 %

4.17 %

0%

HotSkola

0%

0%

0%

0%

0%

0%

0%

Writing with non-native speakers 3 Portugal

Netherlands

Hungary

Belgium

Finland

Denmark

Bulgaria

Greece

GyBy

0%

0%

0%

0%

0%

0%

0%

0%

SŠUD

6.25 %

6.25 %

3.13 %

3.13 %

0%

0%

0%

0%

BPA

4.17 %

4.17 %

0%

0%

0%

0%

12.5 %

4.17 %

HotSkola

0%

0%

0%

0%

0%

0%

7.14 %

7.14 %

54

Writing with non-native speakers 4 Egypt

Russia

Tunisia

Brazil

GyBy

5%

15 %

5%

5%

5%

5%

5%

SŠUD

3.13 %

6.25 %

0%

3.13 %

3.13 %

0%

0%

BPA

4.17 %

12.5 %

4.17 %

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

HotSkola 7.14 %

Morocco Argentina Venezuela

Writing with non-native speakers 5 Lebanon

Taiwan

Canada

China

Israel

Dubai

India

GyBy

5%

5%

5%

0%

0%

0%

0%

SŠUD

0%

0%

0%

6.25 %

3.13 %

3.13 %

3.13 %

BPA

0%

0%

0%

4.17 %

0%

0%

0%

HotSkola

0%

0%

0%

0%

0%

0%

0%

Writing with non-native speakers 6 Philippines

Japan

Vietnam

Korea

Mexico

Syria

Albany

GyBy

0%

0%

0%

0%

0%

0%

0%

SŠUD

6.25 %

6.25 %

3.13 %

3.13 %

3.13 %

0%

0%

BPA

0%

0%

0%

0%

0%

4.17 %

4.17 %

HotSkola

0%

0%

0%

0%

0%

0%

0%

The most communicative school was definitely the Classic and Spanish Secondary School as it is a language grammar school and the students are supposed to communicate through the Internet with foreigners. 8. Is it more difficult to express yourself by written form or spoken one? Why?

55

Dificulty between writing and speaking 1 Written form more difficult

Spoken f. more dif.

Both the same

Writ. problem grammar

Writ. time think about

Writ. pr. vocab.

Writ. no nervous.

GyBy

30 %

60 %

10 %

15 %

5%

5%

5%

SŠUD

34.38 %

50 %

9.38 %

25 %

28.13 %

0%

0%

BPA

29.17 %

62.5 %

4.17 %

4.17 %

29.17 %

0%

0%

HotSkola

57.14 %

28.57 %

7.14 %

35.71 %

0%

0%

0%

Dificulty between writing and speaking 2 Writ. no pronunc.

Speak. pr. understand

Speak. pr. fluency

Writ. pr. spelling

GyBy

Speak. problem grammar 0%

0%

0%

0%

0%

Writ. pr. word order 0%

SŠUD

6.25 %

3.13 %

3.13 %

3.13 %

0%

0%

BPA

0%

0%

0%

0%

12.5 %

0%

HotSkola

0%

0%

0%

0%

7.14 %

7.14 %

For all of the students the spoken form is more difficult than the written one. 9. Why do you think English became an international communication language? English as a common language 1 Widespread lang.

Coloniz.

Easy lang.

Official lang. of most countr.

Great countr.

Do not know

The base lang. for other countr.

Hist.

Nice lang.

GyBy

15 %

15 %

50 %

5%

35 %

0%

0%

0%

0%

SŠUD

21.88 %

12.5 %

40.63 %

3.13 %

15.63 %

9.38 %

0%

0%

0%

BPA

37.5 %

20.83 %

33.33 %

0%

4.17 %

8.33 %

4.17 %

4.17 %

0%

HotSkola

28.57 %

7.14 %

35.71 %

7.14 %

0%

7.14 %

7.14 %

0%

14.29 %

Only thirteen students out of ninety knew that English has become an international language because of the colonization. 56

11. Please explain briefly how you understand the concept of English as a Lingua Franca. Concept of ELF 2 Com. with nonnative speakers

Com. language

The basic lang.

Do not know

The lang. of future

Com. with foreigners

English educational programme

French

GyBy

5%

45 %

5%

40 %

0%

0%

0%

0%

SŠUD

18.75 %

18.75 %

0%

34.38 %

3.13 %

0%

0%

0%

BPA

37.50 %

8.33 %

0%

16.67 %

0%

4.17 %

4.17 %

4.17 %

HotSkola

0%

7.14 %

0%

71.43 %

0%

0%

0%

0%

There were fifteen students out of ninety who knew what ELF means and thirty-three students had no idea what this term means. 2nd part: The Maturita Exam 1. Why did you choose English as one of your Maturita Exam subjects? English as a Maturita Exeam subject 1 Easy to learn

Better than in Math/German/ Russian

Like lang.

Had to

Use lang. everyday

Useful lang.

Work

Important

GyBy

20 %

35 %

15 %

40 %

0%

0%

0%

0%

BPA

25 %

20.83 %

16.67 %

0%

16.67 %

12.5 %

8.33 %

0%

HotSkola

28.57 %

64.29 %

7.14 %

0%

0%

0%

0%

14.29 %

The Secondary School of Art and Design: English is an obligatory Maturita Exam subject. 2. How do you prepare for the speaking part of the Maturita Exam at school? Would you change anything?

57

Preparation for the speaking part 1 Seminars

ME topics

Conv.

More conv.

Examin.

Present.

More vocab.

GyBy

15 %

50 %

15 %

5%

15 %

10 %

20 %

SŠUD

0%

40.63 %

6.25 %

9.38 %

18.75 %

0%

0%

BPA

0%

4.17 %

8.33 %

8.33 %

4.17 %

12.5 %

0%

HotSkola

21.43 %

42.86 %

28.57 %

14.29 %

14.29 %

0%

0%

Preparation for the speaking part 2 Better done ME topics

Satisf.

Do not prep.

Listen.

Exercic.

Describ.

More ME top.

Read.

GyBy

15 %

20 %

10 %

0%

0%

0%

0%

0%

SŠUD

0%

15.63 %

6.25 %

3.13 %

3.13 %

3.13 %

3.13 %

0%

BPA

0%

25 %

16.67 %

4.17 %

8.33 %

0%

0%

4.17 %

HotSkola

0%

21.43 %

0%

7.14 %

0%

0%

0%

0%

Preparation for the speaking part 3 Better explan.

Textbook

Tests

Not satisf.

Videos

More individ. attitude

Change teacher

No essays

GyBy

0%

0%

0%

0%

0%

0%

0%

0%

SŠUD

3.13 %

3.13 %

3.13 %

31.25 %

0%

0%

0%

0%

BPA

0%

0%

0%

0%

4.17 %

4.17 %

0%

0%

HotSkola

0%

0%

0%

0%

0%

0%

7.14 %

14.29 %

3. Are you satisfied with the textbook you use for practising conversation? Mark on the scale (1=Very satisfied; 5=Dissatisfied).

58

Satisfaction with the textbook 2 1

2

3

4

5

GyBy

0%

20 %

45 %

5%

25 %

SŠUD

3.13 %

34.38 %

31.25 %

9.38 %

6.25 %

BPA

4.17 %

29.17 %

33.33 %

8.33 %

12.5 %

HotSkola

7.14 %

14.29 %

42.86 %

14.29 %

7.14 %

4. Do you have any other opportunity for practising speaking for the Maturita Exam apart from school? If your answer is “Yes” which? Practising English 1 ME topics

Internet (games, Skype, etc.)

TV series/Movies

Lang. course

Textbooks

Tutor.

Mailing with foreign.

Native speaker

GyBy

5%

5%

10 %

5%

10 %

0%

0%

0%

SŠUD

0%

0%

34.38 %

6.25 %

0%

6.25 %

6.25 %

3.13 %

BPA

0%

16.67 %

16.67 %

0%

0%

16.67 %

8.33 %

0%

HotSkola

7.14 %

0%

0%

0%

0%

28.57 %

0%

0%

Practising English 2 Home prepar.

Application

Read.

Bridge

Whatever is available

Teacher´s materials

Parents

GyBy

0%

0%

0%

0%

0%

0%

0%

SŠUD

3.13 %

3.13 %

21.88 %

0%

0%

0%

0%

BPA

0%

0%

0%

4.17 %

0%

0%

0%

HotSkola

0%

0%

0%

0%

7.14 %

7.14 %

7.14 %

6. Is possible future usage of English with non-native English speaking people (English as a Lingua Franca) displayed in English textbook, English classes and Maturita Exam? If yes how?

59

Future communication as ELF 1 Not Focused displayed on Br. accent

Do not know

Displayed

GyBy

70 %

5%

25 %

0%

Taking into consideration of knowledge in com. with NN speak. 0%

SŠUD

31.25 %

0%

37.5 %

12.5 %

3.13 %

BPA

25 %

0%

29.17 %

4.17 %

0%

HotSkola

28.57 %

0%

42.86 %

0%

0%

Future communication as ELF 2 Topics

Phr./Vocab./Grammar

GyBy

0%

0%

SŠUD

6.25 %

3.13 %

0%

0%

BPA

0%

0%

4.17 %

4.17 %

HotSkola

0%

0%

0%

0%

60

Simple Slowly asked voc. in questions at textbook ME 0% 0%

7 CONCLUSION The purpose of this thesis was to briefly present the topic of English as a Lingua Franca and its connection to the Maturita Exam, specifically the speaking part. The main area of interest in ESL was in the perception of this topic itself. A research study was realized to find out the situation concerning concepts of ELF at four Czech secondary schools which are located in Brno. The students and the teachers who participated in the research were aware of the fact that English is a world language but they did not know much about English as a Lingua Franca. The traditional conception of ELT3 does not allow inclusion of many aspects of ELF in English lessons. Especially practising speaking and showing the accent of non-native English speakers should be improved and be made available to students. One participated teacher from the Classic and Spanish Secondary School mentioned that ELF is actually used during the Maturita Exam itself – the student communicates with the Czech teacher during the speaking part. The suggestion of students to focus more on speaking in common everyday situations rather than learning facts about the English speaking countries naturally corresponds to the philosophy of ELF. The implementation of ELF into English lessons and taking it into consideration during the speaking part of the Maturita Exam can be a little controversial. However, it would not mean to change the whole concept of ELT and to eliminate native speakers and their English from English classes. If teachers really want to prepare their students for effective international communication, it will be necessary to take ELF into account while planning English lessons. A positive finding was that the teachers did not insist on the British accent and they accept all the accents. Both the teachers and the students do not consider the accent as the most important area of English. The most important aspect is that they are able to communicate. The teachers agreed that the most important aspect is vocabulary. If the teachers in general really want to reflect the needs of their students, they should prepare them mainly for contacts with non-native speakers. This means to increase the students‟ awareness and ability to understand different English varieties,

3

English language teaching

61

not only native English. All of the teachers should offer their students options to choose from and not prescribe one particular form as the only correct one. According to the respondents the English will not be replaced by another language in the near future. For this purpose, it is important to prepare students properly. The teachers are satisfied with their English textbooks; there were only two teachers who were not satisfied with their textbooks. Most of the students would not change anything about the style of Maturita Exam but there were few of them who could not answer yet as they are still waiting for the exam. The students are quite satisfied with their English textbook and it´s practising conversation. However, the students from the Classic and Spanish Secondary School were not “very satisfied” as were the rest of the students from the other participated schools. The students prepare themselves for the Maturita Exam also somewhere else and what they use the most for practising their English is watching TV series and movies. Nowadays, it is not surprising that they use this opportunity as there are many TV series and movies mostly produced by the USA and also Great Britain. Especially when most of the TV series and movies come from the USA and they are really popular. On the contrary, only one student (from the Secondary School of Art and Design) answered that he or she practises her or his English with a native speaker. From this research is obvious that many of the students have already various visited foreign countries and they plan to visit even more. They are aware of importance of English as a communication language and most of them know that English will be needed more and more, for studying, working, travelling or living abroad. There is no need to worry that English will disappear as a common language, at least not in the near future.

62

RESUMÉ Tato bakalářská práce se zabývá mluvenou částí maturitní zkoušky z hlediska „English as a Lingua Franca”. Teoretická část stručně popisuje vývoj angličtiny jako komunikačního jazyka, jak z historického tak i z praktického hlediska, dále

co

termín

„English

as

Lingua

Franca”

znamená,

její

vyuţití

v komunikaci s lidmi, jejichţ rodným jazykem není angličtina a také se zabývá vyuţití angličtiny jako komunikačního jazyka v budoucnu. Praktická část je zaměřena na ústní část maturitní zkoušky. Byl proveden výzkum, při kterém byly rozdány dotazníky studentům a učitelům čtyř středních škol. Dotazníky obsahovaly otázky týkající se anglického jazyka, maturitní zkoušky a obecných informací. Cílem bylo zjistit názor budoucích maturantů na toto téma. Výsledky byly zpracovány a prezentovány v této práci.

This bachelor thesis deals with the speaking part of the Maturita Exam in the light of English as a Lingua Franca (ELF). The theoretical part briefly describes the development of English as a communication language from the historical and practical point of view. This thesis explains what ELF means and its use in communication with people whose mother tongue is not English. It also mentioned the use of English as a common language in the future. The practical part is aimed at speaking part of the Maturita Exam. A research, in which the questionnaires were given to students and teachers from four secondary schools, was carried out. The questionnaires contained questions about English, the Maturita Exam and general questions. The main aim was to present the students’ opinion about this topic. The results were processed and presented in this thesis.

63

SOURCES "Inductive and Deductive Instruction." Inductive & Deductive Learning. Web. 25 Nov. 2015. "EFL teaching methods | Teaching methodology for EFL." TEFL Educator TEFL Boot Camp. Web. 25 Nov. 2015. "How to become an English as a Second Language (ESL) Teacher." How to Become an ESL Teacher. Web. 25 Nov. 2015. "Zkoušky a předměty." Oficiální stránky maturitní zkoušky. Web. 25 Nov. 2015. Centrum pro zjišťování výsledků vzdělávání.(2014). KATALOG POŢADAVKŮ ZKOUŠEK SPOLEČNÉ ČÁSTI MATURITNÍ ZKOUŠKY. Ministerstvo školství, mládeţe a tělovýchovy. Crystal, David. English as a Global Language. 2nd ed. Cambridge, UK: Cambridge UP, 2003. Print. Crystal, David. The Cambridge Encyclopedia of the English Language. Cambridge, England: Cambridge UP, 1995. Print. Gavora, Peter.

. Brno: Paido, 2000. Print.

Gnutzmann, Claus. Teaching and Learning English as a Global Language: Native and Non-native Perspectives

: Stauffenburg, 1999. Print.

Gnutzmann, Claus. Lingua Franca. London: Routledge, 2000. Print. Graddol, David. The Future of English? London: Glenton, 1997. Print. Hotelnictví a turismus. Školní vzdělávací program Hotelnictví a turismus. Brno: Hotelová škola s.r.o. 2009. Jenkins, Jennifer. The Phonology of English as an International Language: New Models, New Norms, New Goals. Oxford: Oxford UP, 2000. Print. Jenkins, Jennifer. English as a Lingua Franca: Attitude and Identity. Oxford: Oxford UP, 2007. Print. 64

Mair, Christian. The Politics of English as a World Language New Horizons in Postcolonial Cultural Studies. Amsterdam: Rodopi, 2003. Print. McKay, Sandra L. Teaching English as an International Language: Rethinking Goals and Approaches. Oxford: Oxford UP, 2002. Print. Meierkord, Christiane. Englisch Als Medium Der Interkulturellen Kommunikation: Untersuchungen Zum Non-native-/non-native-speaker-Diskurs. Frankfurt Am Main: P. Lang, 1996. Print. Melchers, Gunnel, and Philip Shaw. World Englishes an Introduction. 2nd ed. London: Hodder Education, 2011. Print. RVP pro gymnázia. Školní vzdělávací program pro čtyřleté gymnázium. Brno: Klasické a španělské gymnázium. 2010. Calder, Loren David. The Political Thought of Yu. F. Samarin, 1840-1864. New York: Garland, 1987. Print. Seidlhofer, Barbara. Closing a Conceptual Gap: The Case for a Description of English as a Lingua Franca. Vienna: U of Vienna, 2001. Print. Seidlhofer, Barbara. Annual Review of Applied Linguistics. Cambridge: Cambridge UP, 2004. Print. Seidlhofer, Barbara. Understanding English as a Lingua Franca. Oxford: Oxford UP, 2011. Print. ŠKOLNÍ VZDĚLÁVACÍ PROGRAM. Grafický design. Brno: Střední škola umění a designu. 2010 ŠKOLNÍ VZDĚLÁVACÍ PROGRAM. Ochrana osob a majetku. Brno: Bezpečnostně právní akademie Brno, s. r. o., střední škola. 2010. Ur, Penny. English as a Lingua Franca: A Teacher´s Perspective. Haifa: Haifa UP, 2010.Print. "Cizí

Jazyk." Oficiální

Stránky

Maturitní

65

Zkoušky.

Web.

28

Nov.

2015.

"§ 78a." § -paragraf 78a – Školský zákon. Web. 25 Nov. 2015.

LIST OF APPENDICES APPENDIX 1 “Charakteristika ústního projevu ţáka Ústní projev ţáka je souvislý a lineární. Ţák komunikuje srozumitelně a dostatečně plynule. V komunikaci mohou být zřetelné pauzy způsobené např. promýšlením gramatiky, hledáním vhodných formulací nebo snahou o propojení myšlenek. Nekomplikovaná sdělení jsou vyjádřena jasně a srozumitelně a prezentována jako lineární sled myšlenek s dostatečně rozvinutou argumentací. Sloţitější sdělení mohou být vyjádřena s omezenou přesností a v omezeném rozsahu, ale musí být zřejmé, co chce ţák sdělit. Ţák komunikuje přiměřeně správně ve známých a běţných kontextech a vyuţívá základní pravidla výstavby textu a běţný repertoár komunikačních strategií a jazykových prostředků. Při samostatném ústním projevu se ţák můţe opírat o osnovu, která mu pomůţe zorganizovat jeho výpověď. Ústní projev probíhá v jasně artikulovaném spisovném jazyce. Vliv mateřského či jiného

cizího

jazyka

můţe

být

postřehnutelný,

nesmí

však

narušit

srozumitelnost ústního projevu ţáka. …

Charakteristika komunikačních situací, oblastí uţívání jazyka a tematických okruhů Ústní projev ţáka se vztahuje ke konkrétním a běţným tématům a ke kaţdodenním, snadno předvídatelným situacím. Ţák se v omezeném rozsahu a s omezenou přesností dovede vyjadřovat i k abstraktním tématům. Témata a komunikační situace se týkají těchto oblastí: osobní (rodina, přátelé, ţivot ve městě / na venkově koníčky, zájmy apod.), veřejné (doprava, sluţby, společenské události, kultura, sport, ţivotní prostředí, příroda, sdělovací prostředky apod.), vzdělávací (výuka, školní akce, jazykový kurz apod.) a pracovní (brigáda, plány do budoucna, běţné profese apod.).

Charakteristika ústní interakce ţáka Nekomplikovaná sdělení ţáka jsou vyjádřena srozumitelně a dostatečně přesně, jsou jednoduše formulována a s ohledem na komunikační situaci prezentována jako lineární sled myšlenek s dostatečně rozvinutou argumentací. Sloţitější sdělení mohou být vyjádřena s omezenou přesností a v omezeném rozsahu, ale musí být zřejmé, co chce ţák sdělit. Ţák komunikuje srozumitelně a správně ve známých kontextech a vyuţívá základní pravidla výstavby textu a běţný repertoár komunikačních strategií a jazykových prostředků. Úroveň formálnosti jazyka je volena s ohledem na komunikační situaci a příjemce, formální diskuse probíhá v jasně artikulovaném spisovném jazyce. V komunikaci mohou být zřetelné pauzy způsobené např. promýšlením gramatiky, hledáním vhodných formulací nebo snahou o propojení myšlenek. Vliv mateřského či jiného cizího jazyka můţe být postřehnutelný, nesmí však narušit srozumitelnost ústního projevu ţáka. Ţák dokáţe sledovat zřetelně artikulovaný ústní projev, který je mu adresován, vhodně a dostatečně pohotově na něj reagovat za předpokladu, ţe partner v komunikaci mluví spisovným jazykem, vyhýbá se pouţívání málo běţných výrazů a slovních spojení, přílišnému uţívání idiomů a netypickým nebo málo běţným regionálním odchylkám ve výslovnosti. Charakteristika komunikačních situací, oblastí uţívání jazyka a tematických okruhů Interakce ţáka a partnera v komunikaci se vztahuje ke konkrétním a běţným tématům a ke kaţdodenním, snadno předvídatelným situacím, které mohou nastat např. při interakci s cizincem /rodilým mluvčím v České republice, při cestování do zahraničí nebo během pobytu v zahraničí (ubytování, nakupování, jednání s úřady apod.). Ţák si dovede poradit i v méně běţných situacích (např. svědecká výpověď na policii) a dovede se v omezeném rozsahu a s omezenou přesností vyjadřovat i k abstraktním tématům.

Témata a komunikační situace se týkají těchto oblastí: osobní (rodina, přátelé, bydlení, koníčky, zájmy apod.), veřejné (doprava, sluţby, sdělovací prostředky, příroda, společenské události apod.), vzdělávací (výuka, školní akce, pobyt na jazykovém kurzu apod.) a pracovní (brigády, plány do budoucna, běţné profese apod.). Charakteristika jazykových kompetencí ţáka Ţák flexibilně, efektivně a s dostatečnou přesností vyuţívá běţné a frekventované lexikální prostředky, případně dovede upravit své vyjadřování tak, aby se vypořádal i s méně obvyklými či obtíţnými situacemi. Ţák se dovede vyjádřit do určité míry s pomocí opisných prostředků. Ţák dovede ke svému vyjadřování pouţívat dostatečně širokou škálu jazykových funkcí (např. vyjádřit omluvu, lítost, ţádost) a s omezenou přesností na širokou škálu komunikačních funkcí reagovat. Ţák dovede dodrţovat v psané i mluvené podobě důleţité zdvořilostní normy a respektuje nejdůleţitější rozdíly typické pro danou jazykovou oblast. Ţák dovede pouţívat správně repertoár běţných gramatických prostředků, při vyjadřování sloţitějších myšlenek se mohou vyskytovat chyby, které však neztěţují porozumění projevu. Ţák dovede respektovat standardní pravidla pravopisu anglického jazyka. Sdělení ţáka je srozumitelné i přes občasný výskyt chyb ve výslovnosti, cizí přízvuk nebo nesprávnou intonaci, jeho promluva je dostatečně plynulá a je moţné ji většinou bez problémů sledovat. Vliv mateřského nebo jiného cizího jazyka můţe být patrný, srozumitelnost projevu však není narušena. Komunikační situace a oblasti uţívání jazyka Komunikační situace procházejí napříč řečovými dovednostmi a tematickými okruhy uvedenými v tomto katalogu poţadavků. Poţadavky na ţáka jsou zasazeny do kontextu konkrétní situace v rámci následujících oblastí uţívání jazyka:

● Oblast osobní, kde ţák vstupuje do komunikačních situací jako soukromá osoba s vazbami zejména na přátele a rodinné prostředí. Komunikační situace se týkají vlastní osoby ţáka (identita, koníčky, zájmy, názory a postoje k blízkému okolí apod.) a mohou se odehrávat v rovině osobní korespondence nebo interakce po telefonu, diskuse v rámci rodinné oslavy, přátelského rozhovoru s rodilým mluvčím apod. Konkrétní situace se mohou týkat např. pobytu v hostitelské rodině, setkání s přáteli nebo osobami ze zahraničí, sportovní nebo kulturní události.“ (Katalog poţadavků zkoušek společné části maturitní zkoušky, 2014, CERMAT)

Appendix 2 1. SEP The Academy of Security and Legal Work “3 Profil absolventa OČEKÁVANÉ KOMPETENCE ABSOLVENTA Absolvent se vyznačuje těmito základními kompetencemi: Obecné kompetence - vyjadřuje se kultivovaně, věcně a jazykově správně v mluvené i psané podobě, - komunikuje a písemně se vyjadřuje ve dvou cizích jazycích, - je schopen efektivně vyhledávat a zpracovávat informace z psaných i mluvených zdrojů, - uvědomuje si potřebu dalšího vzdělávání a rozvoje své osobnosti, - dokáţe samostatně i ve spolupráci s jinými lidmi řešit osobní i profesní problémy s přihlédnutím ke všem moţným alternativám, - zná zásady bezpečnosti a ochrany zdraví při práci a poţární prevence a efektivně se jimi řídí, - odpovědně přistupuje k vlastní profesní budoucnosti, s přihlédnutím ke svým schopnostem reálně plánuje svůj kariérní rozvoj, - uznává hodnoty a postoje podstatné pro ţivot v demokratické společnosti, - doceňuje chápe význam ţivotního prostředí pro člověka a jedná v duchu udrţitelného rozvoje, - funkčně vyuţívá matematické dovednosti v různých ţivotních situacích, - pracuje s osobním počítačem a jeho základním a aplikačním programovým vybavením, ovládá klávesnici desetiprstovou hmatovou metodou, komunikuje elektronickou poštou, vyuţívá celosvětové sítě internet v souladu se základními zásadami zabezpečení.

Předmět: ANGLICKÝ JAZYK B1 OBECNÝ CÍL VYUČOVACÍHO PŘEDMĚTU Výuka zaměřená na ţáky s pokročilou úrovní (pokračující ve studiu anglické jazyka ze základní školy), cílí k zvládnutí obsahu učiva a kompetencí tak, jak je vymezuje „Společný evropský referenční rámec pro jazyky“ v úrovni B1. Ţák: - má dostačující vyjadřovací prostředky k tomu, aby popsal(a) nepředvídatelné situace, aby v rozumné míře dostatečně přesně postihl(a) podstatu myšlenky nebo problému a aby se vyjadřoval o abstraktních či kulturních tématech, jako jsou hudba a film; - má dostačující vyjadřovací prostředky k tomu, aby se domluvil(a) a aby se vyjadřoval(a) pomocí své slovní zásoby jen s určitou mírou zaváhání a opisných jazykových prostředků v rámci tematických okruhů jako jsou rodina, koníčky a zájmy, práce, cestování a aktuální události, ale omezená slovní zásoba způsobuje opakování a občas dokonce formulační obtíţe. CHARAKTERISTIKA UČIVA Ke zdárnému zvládnutí učiva a jeho praktickému pouţití je třeba osvojení si následujících znalostí a schopností, na které je ve výuce kladen důraz: rozvoj řečových dovedností (mluvený projev, písemný projev, porozumění textu, porozumění poslechu); rozvoj jazykových prostředků - gramatika, výslovnost, slovní zásoba (obecná a odborná); tématické okruhy zaměřené obecně i odborně; komunikační situace (získávání a předávání informací); jazykové funkce (fráze pokrývající většinu kaţdodenních situací); poznatky o anglicky mluvících zemích. Komunikativní kompetence vyjadřovat se přiměřeně účelu jednání a komunikační situaci

formulovat své myšlenky srozumitelně a souvisle účastnit se aktivně diskusí, formulovat a obhajovat své názory a postoje zpracovávat texty administrativní, běţné i odborné texty dodrţovat jazykové a stylistické normy a odbornou terminologii zaznamenávat písemně podstatné údaje z projevů dosáhnout jazykové způsobilosti potřebné pro komunikaci v cizojazyčném prostředí chápat výhody znalosti cizích jazyků pro ţivotní a pracovní uplatnění 4. ročník Ţák: Řečové dovednosti - rozumí hlavním bodům pracovního pohovoru; - sleduje hlavní body diskuze na téma peníze a štěstí; - rozumí nejdůleţitějším informacím ilustrovaného letáku o cizí zemi; - popíše své dosaţené vzdělání a pracovní zkušenosti; - vyhledá v inzerátu hlavní informace o letních brigádách; - písemně reaguje na nabídku práce v inzerátu. Jazykové prostředky - vyslovuje srozumitelně co nejblíţe přirozené výslovnosti, koriguje odlišnosti zvukové podoby jazyka; - komunikuje s jistou mírou sebedůvěry a aktivně pouţívá získanou slovní zásobu včetně vybrané frazeologie v rozsahu daných tematických okruhů, zejména v rutinních situacích kaţdodenního ţivota, a vlastních zálib; - pouţívá vhodně základní odbornou slovní zásobu ze svého studijního oboru, - uplatňuje základní způsoby tvoření slov v jazyce; - dodrţuje základní pravopisné normy v písemném projevu, opravuje chyby; Tematické okruhy, komunikační situace a jazykové funkce: - vyjadřuje se ústně i písemně, k tématům osobního ţivota a k tématům z oblasti zaměření studijního oboru; - řeší pohotově a vhodně standardní řečové situace i jednoduché a frekventované situace týkající se pracovní činnosti; - domluví se v běţných situacích; získá i poskytne informace;

- pouţívá stylisticky vhodné obraty umoţňující nekonfliktní vztahy a komunikaci; KONVERZACE V ANGLICKÉM JAZYCE OBECNÝ CÍL VYUČOVACÍHO PŘEDMĚTU - získávání zájmu o studium anglického jazyka a vytváření pozitivního vztahu k tomuto předmětu; - osvojení potřebných jazykových znalostí a dovedností a aktivní vyuţití účinné komunikace v anglickém jazyce; - poznání reálií a kultury zemí příslušné jazykové oblasti, vyhledávání nejdůleţitějších informací o zemích studovaného jazyka a práce s nimi, rozvíjí sociokulturní dovednosti; - pochopení významu znalosti cizích jazyků pro osobní ţivot, formování vzájemného porozumění mezi zeměmi, respektu a toleranci k odlišným kulturním hodnotám jiných národů. CHARAKTERISTIKA UČIVA Obsahem výuky zaměřenému k zdárnému plnění komunikativního vzdělávacího cíle je třeba systematické rozšiřování a prohlubování znalostí, dovedností a návyků, které si ţáci osvojili, a na které je ve výuce kladen důraz: - rozvoj řečových dovedností (mluvený projev, porozumění textu, porozumění poslechu); - rozvoj jazykových prostředků (gramatika, výslovnost, slovní zásoba (obecná a odborná); - tematické okruhy zaměřené obecně i odborně; - komunikační situace (získávání a předávání informací); - jazykové funkce (fráze pokrývající většinu kaţdodenních situací); - poznatky o anglicky mluvících zemích. Komunikativní kompetence - vyjadřovat se přiměřeně účelu jednání a komunikační situaci - formulovat své myšlenky srozumitelně a souvisle - účastnit se aktivně diskusí, formulovat a obhajovat své názory a postoje, spolupracovat ve dvojicích, skupinách - rozuměl významům témat pojednávajících o problémech současného ţivota a uměl se k nim vyjadřovat - dodrţovat jazykové a stylistické normy a odbornou terminologii

- dosáhnout jazykové způsobilosti potřebné pro komunikaci v cizojazyčném prostředí - chápat výhody znalosti cizích jazyků pro ţivotní a pracovní uplatnění 4. ročník Ţák: - aktivně pouţívá slovní zásobu k tématům; - adekvátně reaguje v běţných komunikačních situacích; - rozumí přiměřeným souvislým projevům a diskusím rodilých mluvčích pronášeným ve standardním hovorovém tempu; - dokáţe v lineárním sledu spojit sled myšlenek; - vyjadřuje svůj názor na předem známé téma; - vyjadřuje svůj názor na neznámé téma; - dokáţe experimentovat, zkoušet a hledat způsoby vyjádření srozumitelné pro posluchače; - přednese připravenou prezentaci ze svého oboru a reaguje na jednoduché dotazy publika; - reprodukuje vyslechnutý text, v němţ se vyskytuje známá slovní zásoba; - sestaví souvislé sdělení související s probíranými tematickými okruhy; - zapojí se do konverzace a udrţuje ji; - pouţívá odbornou slovní zásobu ze svého oboru; - vyslovuje srozumitelně co nejblíţe přirozené výslovnosti; - zvládá pouţívat pravidla pro mluvenou stránku řeči; - opravuje chyby; - pracuje s chybou; - uplatňuje základní způsoby tvoření slov v jazyce; - komunikuje s jistou mírou sebedůvěry a aktivně pouţívá získanou slovní zásobu včetně vybrané frazeologie v rozsahu daných tematických okruhů, zejména v rutinních situacích kaţdodenního ţivota a vlastních zálib; - pouţívá opisné prostředky v neznámých situacích, při vyjadřování sloţitých myšlenek; - pouţívá slovní zásobu k jednotlivým tématům v mluveném projevu; - uplatňuje základní způsoby tvoření slov (odvozování, skládání); - správně pouţívá odbornou slovní zásob;

- vyjadřuje se k jednotlivým tématům ústně; - pohotově řeší řečové situace k tématům; - poskytne informace v běţných situacích; - pouţívá stylisticky vhodné obraty včetně frazeologie; - vede monolog i dialog k tématům; - zvládne samostatný ústní projev; - dovede vyjádřit různé stupně emocí při hodnocení skutečností a zdůraznit důleţitost vlastních záţitků; - přednáší připravenou prezentaci; - prokazuje znalosti o anglicky mluvících zemích (o kultuře, geografických, demografických, hospodářských a politických faktorech); - pracuje s ICT při vyhledávání informací.“ (Bezpečnostně právní akademie Brno, s.r.o., střední škola ŠVP Ochrana osob a majetku 68-42-M/01 Bezpečnostně právní činnost) 2. SEP The Secondary School of Art and Design “V oblasti obecných vědomostí, dovedností a postojů se absolvent vyznačuje: spolehlivou znalostí českého jazyka a schopností jeho kultivovaného uţívání ve všech komunikačních situacích, včetně vyjadřování o odborné problematice; znalostí světového jazyka na úrovni běţné komunikace a dovedností číst s porozuměním a s pomocí slovníků jednoduché odborné nebo populárně odborné texty; osvojením poznatků z matematiky a přírodních věd a principů vědeckého myšlení; schopností aktivně vyuţívat prostředky informačních a komunikačních technologií pro osobní, studijní i pracovní úkoly; schopností orientovat se na trhu práce a vhodně komunikovat s potenciálními zaměstnavateli; pochopením principů fungování demokratické společnosti; schopností aplikovat zásady péče o zdraví a správné ţivotosprávy v osobním ţivotě, aktivně usilovat o zdokonalení své tělesné zdatnosti. 2. 6. Charakteristika obsahových sloţek

Jazykové vzdělávání Jazykové vzdělávání je zaměřeno především na rozvoj komunikativních dovedností ţáků, učí je kultivovaně se vyjadřovat ústně i písemně v českém jazyce, efektivně pracovat s textem jako zdrojem informací (rozvíjí čtenářskou gramotnost) a literaturou jako formativním prostředkem pro další uměleckou činnost. Cílem vzdělávání v cizím jazyce je umoţnit ţákům řešit běţné kaţdodenní ţivotní situace v cizojazyčném prostředí. Dává jim také moţnost komunikovat v cizím jazyce i v odborné oblasti v rámci jejich zaměření. Dobrá znalost cizího jazyka umoţňuje absolventům studium na vysokých školách v České republice i v zahraničí a zároveň napomáhá k lepšímu uplatnění na trhu práce. Vzdělávání se realizuje především v předmětech český jazyk a literatura, anglický jazyk, v případě zájmu i německý jazyk. Učební osnova předmětu ANGLICKÝ JAZYK 1. Pojetí vyučovacího předmětu Obecný cíl: Vyučování cizím jazykům je nedílnou součástí všeobecného vzdělávání, doplňuje a prohlubuje systém jazykového vzdělávání, které je propojeno s dalšími vyučovacími předměty. Výuka cizího jazyka systematicky rozvíjí všeobecné a komunikativní kompetence ţáka a vede ho ke schopnosti přirozeně reagovat, aktivně se účastnit témat běţné kaţdodenní komunikace a rozšiřovat si společenský a kulturní rozhled. Všeobecné kompetence zahrnují základní znalosti obecných, kulturních, zeměpisných, hospodářských a společensko-politických reálií anglicky mluvících zemí, a to i v porovnání s reáliemi České republiky. Výuka cizího jazyka si klade dvojí cíl: komunikativní a výchovně-vzdělávací, který je realizován i v jiných předmětech. Absolvent dosáhne minimálně referenční úrovně B1 Společného evropského referenčního rámce pro jazyky (The Common European Framework of Reference for

Languages: Learning, Teaching, Assessment). Poţadovaná vstupní úroveň znalostí je A2, tzn. základní úroveň znalostí. Charakteristika učiva: Obsahem efektivní výuky je návazné a systematické rozvíjení a prohlubování znalostí, řečových dovedností ze základní školy. Rozvíjeny jsou následující oblasti: slovní zásoba, řečové dovednosti, gramatické struktury jazyka, tematické okruhy, reálie a poznatky o cizojazyčných zemích, porozumění vyslechnutému projevu a čtenému textu a písemný projev. Vyučující přizpůsobuje vyučovací metody a prostředky vstupním jazykovým znalostem ţáka a jeho profesnímu zaměření. Učivo je koncipováno tak, aby ţáci dovedli komunikovat v různých situacích kaţdodenního osobního nebo veřejného ţivota v projevech mluvených i psaných na všeobecná i odborná témata; volit adekvátní komunikační strategie a jazykové prostředky. Výběru učiva odpovídá i výběr tematických okruhů v kaţdém ročníku, které ţákům umoţňují získávat informace o světě, zejména o zemích, ve kterých je anglický jazyk úředním jazykem. Obsah tematických okruhů umoţňuje ţákům chápat a respektovat tradice, zvyky a odlišné sociální a kulturní hodnoty jiných národů a jazykových oblastí. Vzhledem k zaměření školy je do učební osnovy zařazena terminologie jednotlivých výtvarných oborů a témata jako dějiny výtvarné kultury, historický vývoj arch. slohů, ekologie apod. Pojetí výuky: Ve výuce předmětu Anglický jazyk jsou pouţívány metody expoziční, dialogické, diskusní, dramatické, fixační, diagnostické (písemné testy) a autodidaktické (prostřednictvím multimediálních výukových programů). Výuka je realizována formou frontálního, skupinového, týmového, individuálního a projektového vyučování. Ţák se naučí volit strategii čtení, rozumět textu, pochopit téma a hlavní myšlenky, vyhledat detailní a specifické informace, postihnout logickou strukturu textu, odhadnout významy neznámých výrazů, pouţívat slovníky a vyhledat informace v anglickém jazyce na internetu. Ţák pravidelně pracuje s překladem a v rámci sebehodnocení s Evropským jazykovým portfoliem.“ (Střední škola umění a designu, ŠVP, 82-41-M/5 Grafický design)

3. SEP School of Hotel Industry and Tourism “1.3.2. Komunikativní kompetence absolventa - ovládá techniku firemní, obchodně podnikatelské komunikace - při komunikaci se chová kultivovaně, dbá o svůj zevnějšek - má osvojeny principy sociální komunikace - zvládne vedení podnikové dokumentace - ovládá administrativní komunikaci, vytvoří písemnosti z oblasti obchodní, společenské a občanské, manipuluje s písemnostmi, organizuje administrativní činnosti - vytvoří písemnosti propagačního charakteru - vyuţívá informačních médií v komunikaci, pracuje s informacemi a informačními zdroji, vyuţívá prostředky informačních a komunikačních technologií - aktivně komunikuje ve dvou cizích jazycích na úrovni společného evropského referenčního rámce jazyků B1: v kontaktu se zákazníkem v kontaktu s obchodními partnery v mezinárodním pracovním týmu 2.8.1. Praktická výuka, odborná praxe Odborná praxe 2.- 4. ročníků se uskutečňuje na pracovištích smluvně zajištěných školou v období od září do června daného školního roku. V rámci odborných stáţí je zařazena i odborná praxe v zahraničí, zajišťovaná našimi partnerskými školami v Rakousku, Francii, Itálii a na Slovensku, s cílem komplexně rozvinout multikulturní kompetence ţáků, zejména schopnost zapojit se do zahraničního týmu, překonat a vyřešit řadu problémových situací, potvrdit a upevnit si jazykové i odborné kompetence. Anglický jazyk – pokročilí

POJETÍ PŘEDMĚTU

Obecné cíle předmětu Vzdělávání v anglickém jazyce směřuje k tomu, aby ţáci dovedli komunikovat v různých situacích kaţdodenního osobního i pracovního ţivota, a to jak v psaném, tak v mluveném projevu. Dále rozvíjí komunikativní kompetence ţáků s ohledem na jejich budoucí profesi a uplatnění. Jazykové vzdělání je základem pro profilující sloţku školního vzdělávacího programu zaměřeného na hotelnictví a turismus. Jeho obsah vychází z Rámcového vzdělávacího programu pro cizí jazyky. Výuka v anglickém jazyce souvisí s dalšími všeobecně vzdělávacími předměty jako jsou český jazyk, dějepis, zeměpis a občanská nauka, ale i s odbornými předměty, např. zeměpis cestovního ruchu, technika obsluhy a sluţeb, management hotelnictví. Výběr učiva je zaloţen na tématech kaţdodenního ţivota ve škole, v rodině a ve společnosti Studenti navazující na znalosti ze základní školy by měli dosáhnout na konci 4. ročníku úrovně vědomostí stupně B1 podle Společného evropského referenčního rámce pro jazyky. Studenti začínající se studiem anglického jazyka by pak měli dosáhnout úrovně B1. Charakteristika učiva Ţák/ţákyně uplatňuje nejen všeobecnou slovní zásobu, ale i odbornou slovní zásobu ze svého studijního oboru. Získává, tvoří a zpracovává informace z různých textů, autentických materiálů a jiných zdrojů. Charakteristika učiva zahrnuje následující: - jazykové vzdělávání a komunikace - komunikace v občanském i pracovním prostředí, tedy v oboru turistika, hotelnictví, gastronomie (vinařství, národní kuchyně, zdvořilost, společenská etiketa, turistické oblasti, obchod, marketing, reklama) - seznámení s EJP (Evropské jazykové portfolio) - poslechové schopnosti: ţáci rozumí hlavním myšlenkám vysloveným spisovným jazykem o běţných tématech, dále rozumí smyslu rozhlasových a televizních programů, které se týkají aktuálních událostí a témat souvisejících se studovaným oborem - schopnost čtení: ţáci rozumějí textům, které obsahují slovní zásobu uţívanou v kaţdodenním ţivotě, rozumějí a uţívají terminologii daného oboru (hotelnictví, turismus), rozumějí popisům událostí

- schopnost komunikace: ţáci si poradí ve většině situací, které mohou nastat při cestování do dané jazykové oblasti, zapojí se do hovoru o tématech běţného ţivota a jejich zájmu. - Schopnost samostatného ústního projevu, ţáci popisují své záţitky, události, přání, odůvodňují své názory, vyprávějí příběh, koherentně spojují fráze - Schopnost písemného projevu, ţáci redigují jednoduché souvislé texty, osobní i obchodní dopisy - Ţáci pouţívají internet, slovníky, cizojazyčné časopisy a jiné informační zdroje” (Školní vzdělávací program Hotelnictví a turismus, 65-42-M/01 Hotelnictví) 4. SEP The Classic and Spanish Secondary School “2.1 Zaměření školy Škola organizuje pro ţáky v případě jejich zájmu jazykové a poznávací kurzy v zahraničí, díky kontaktům se zahraničními školami mají ţáci i další moţnosti kontaktů s vrstevníky z jiných zemí. Výuku jednotlivých předmětů mohou doplňovat jednodenní i vícedenní exkurze.“ (Školní vzdělávací program pro gymnaziální vzdělávaní, Klasické a španělské gymnázium)

Appendix 3

Dotazník pro učitele 1. část: „English as a Lingua Franca“ 1. Je podle Vás důleţité se umět dorozumět anglicky? a) Ano b) Ne c) Nevím 2. Co je podle Vás nejdůleţitější ze znalostí angličtiny, co se mluvení týče? Lze zakrouţkovat více odpovědí. a) Slovní zásoba b) Gramatika c) Výslovnost d) Akcent 3. Povaţujete za důleţité mít britský nebo americký akcent? U odpovědí „Ano“ či „Ne“ odpovězte prosím proč. a) Ano b) Ne c) Nevím

4. Jaké znáte druhy akcentů mimo americký a britský? Vyjmenujte.

5. Vycestovali jste někdy do zahraničí za účelem zdokonalení se v jazyce? Pokud ano, kam a na jak dlouho? a) Ano b) Ne

6. Pouţili jste někdy angličtinu ke komunikaci v neanglicky mluvící zemi? a) Ano b) Ne

7. Komunikovali jste anglicky s lidmi z neanglicky mluvících zemí? Pokud ano, tak z jakých? Dorozuměli jste se? a) Ano b) Ne

8. Proč se podle Vás angličtina stala mezinárodním komunikačním jazykem?

9. Je moţné, aby angličtinu jako komunikační jazyk nahradil jazyk jiný? Pokud ano, pak jaký? a) Ano b) Ne c) Nevím

10. Uţ jste se setkali s termínem „English as a Lingua Franca“? a) Ano b) Ne

11. Stručně, prosím, vysvětlete, co si představujete pod pojmem „English as a Lingua Franca“.

2. část: Maturitní zkouška 1. Jaké učebnice angličtiny pouţíváte ve své škole?

2. Jste spokojeni s nynější učebnicí angličtiny z hlediska přípravy studentů na ústní část maturitní zkoušky? Pokud je Vaše odpověď „Ne“, uveďte prosím důvod. a) Ano b) Ne c) Nedokáţu posoudit

3. Jaké metody pouţíváte při procvičování konverzace?

4. Změnili byste něco na nynější podobě ústní části maturitní zkoušky? Pokud je Vaše odpověď „Ano“, co byste změnili? a) Ano b) Ne c) Nevím

5. Měla by, podle Vás, angličtina být jako jeden z povinných maturitních předmětů? a) Ano b) Ne c) Nevím

6. Jak se ve výuce, resp. v maturitní zkoušce odráţí předpoklad, ţe angličtina nebude slouţit ke komunikaci pouze s rodilými mluvčími?

3. část: Obecné 1. Jakou pedagogickou specializaci máte vystudovanou?

2. Jak dlouho se věnujete učení angličtiny?

Questionnaire for teacher 1st part: English as a Lingua Franca 1. Do you think it is important to be able to communicate in English? a) Yes b) No c) Do not know 2. What do you think is the most important aspect of the speaking skills? More answers are possible. a) Vocabulary b) Grammar c) Pronunciation d) Accent 3. Do you consider having an accent important? Please, give a reason if your answer is “Yes” or “No”. a) Yes b) No c) Cannot answer

4. What kind of accents do you know besides American and British? Name them.

5. Have you ever been abroad in order to improve your English? If yes where and for how long? a) Yes b) No

6. Have you ever used English for communication in a non-English speaking country? a) Yes b) No

7. Did you communicate in English with people from a non-English speaking country? If yes, from which one? Did you understand? a) Yes b) No

8. Why do you think English has become an international language?

9. Do you think that English will be replaced in its international status by another language? If yes, by which? a) Yes b) No c) Do not know

10. Have you ever heard about “English as a Lingua Franca”? a) Yes b) No

11. Please explain briefly how you understand the concept of English as a Lingua Franca. 2nd part: The Maturita Exam 1. What English textbook do you use at your school?

2. Are you satisfied with the English textbook you are currently using from the point of view preparation the students for the speaking part of the Maturita Exam? Please, give a reason if your answer is “No”. a) Yes b) No c) Cannot answer

3. What kind of teaching methods do you use to practise conversation?

4. Would you change anything about the current style of the speaking part of the Maturita Exam? If your answer is “Yes”, what would you change? a) Yes b) No c) Do not know

5. Do you think English should become one of the obligatory Maturita Exam subjects? a) Yes b) No c) Do not know

6. How is the presumption that English will not serve to communicate only with native speakers reflected in the teaching methods, as the case may be at the Maturita Exam?

3rd part: General 1. What teaching specialization you have studied?

2. How long have you been teaching English?

Appendix 4

Dotazník pro studenty 1. část: „English as a Lingua Franca“ 1. Je podle Vás důleţité se umět dorozumět anglicky? Pokud ano, proč ano, a pokud ne, proč ne? a) Ano b) Ne c) Nevím

2. Co je podle Vás nejdůleţitější ze znalostí angličtiny, co se mluvení týče? Lze zakrouţkovat více odpovědí. a) Slovní zásoba b) Gramatika c) Výslovnost d) Akcent

3. Povaţujete za důleţité mít britský nebo americký akcent? U odpovědí „Ano“ či „Ne“ odpovězte prosím proč. a) Ano b) Ne c) Nevím

4. Jaké znáte druhy akcentů mimo americký a britský? Vyjmenujte.

5. Vycestovali jste do zahraničí za účelem zdokonalení se v jazyce? Pokud ano, kam a na jak dlouho? a) Ano b) Ne

6. Komunikovali jste anglicky s lidmi z neanglicky mluvících zemí? Pokud ano, z jakých zemí? Dorozuměli jste se? a) Ano b) Ne

7. Komunikujete písemnou formou s lidmi z neanglicky mluvících zemí (e-mail, sociální sítě)? Pokud ano, z jakých?

8. Je pro Vás obtíţnější se vyjádřit písemnou formou neţ mluvenou? Proč?

9. Proč se podle Vás angličtina stala mezinárodním komunikačním jazykem?

10. Uţ jste se setkali s termínem „English as a Lingua Franca“?

a) Ano b) Ne 11. Stručně, prosím, vysvětlete, co si představujete pod pojmem „English as a Lingua Franca“.

2. část: Maturitní zkouška 1. Proč jste si vybrali angličtinu jako jeden z maturitních předmětů?

2. Jak se ve škole připravujete na ústní část maturitní zkoušky z angličtiny? Změnili byste něco?

3. Jak jste spokojeni s učebnicí angličtiny z pohledu procvičování konverzace? Vyznačte na škále (1=Velmi spokojeni; 5=Nespokojeni). 1

2

3

4

5

4. Vyuţíváte i jiných moţností k přípravě na ústní část maturitní zkoušky z angličtiny? Pokud ano, uveďte prosím jaké. a) Ano b) Ne

5. Vyhovuje Vám nynější koncept ústní části maturitní zkoušky z angličtiny? (popis a porovnávání obrázku, rozhovor s učitelem na dané téma) a) Ano b) Ne c) Nedokáţu posoudit

6. Je potenciální příští vyuţití angličtiny pro komunikaci s nerodilými mluvčími (English as a Lingua Franca) nějak zohledněno v učebnicích, při výuce a u maturitní zkoušky? Pokud ano, jak?

3. část: Obecné 1. Kolik je Vám let?

2. Jak dlouho se věnujete angličtině?

3. Kdy jste se začali učit angličtinu ve škole?

Questionnaire for students 1st part: English as a Lingua Franca 1. Do you think it is important to be able to communicate in English? If yes, why is it so and if not, why not? a) Yes b) No c) Do not know

2. What do you think is the most important aspect of the speaking skills? More answers are possible. a) Vocabulary b) Grammar c) Pronunciation d) Accent 3. Do you consider having an accent important? Please, give a reason if your answer is “Yes” or “No”. a) Yes b) No c) Cannot answer

4. What kind of accents do you know besides American and British? Name them.

5. Have you ever been abroad in order to improve your English? If yes where and for how long? a) Yes b) No

6. Did you communicate in English with people from a non-English speaking country? If yes, which one? Did you understand? a) Yes b) No

7. Do you communicate by written form with non-native people (e-mail, social websites)? If yes, which one?

8. Is it more difficult to express yourself by written form or spoken one? Why?

9. Why do you think English became an international communication language?

10. Have you ever heard about “English as a Lingua Franca”? a) Yes b) No

11. Please explain briefly how you understand the concept of English as a Lingua Franca.

2nd part: The Maturita Exam 1. Why did you choose English as one of your Maturita Exam subjects?

2. How do you prepare for the speaking part of the Maturita Exam at school? Would you change anything?

3. Are you satisfied with the textbook you use for practising conversation? Mark on the scale (1=Very satisfied; 5=Dissatisfied). 1

2

3

4

5

4. Do you have any other opportunity for practising speaking for the Maturita Exam apart from school? If your answer is “Yes” which? a) Yes b) No

5. Are you satisfied with the current style of the speaking part of the Maturita Exam? (Describing and comparing pictures, an interview with teacher about specific topic.) a) Yes b) No c) Cannot say

6. Is possible future usage of English with non-native English speaking people (English as a Lingua Franca) displayed in English textbook, English classes and Maturita Exam? If yes how?

3rd part: General 1. What is your age?

2. How long have you been interested in English?

3.When did you start learning English at school?