Creative approach to language teaching: From flexible sylabus to students´ autonomy

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14640%2F14%3A00079075" target="_blank" >RIV/00216224:14640/14:00079075 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Creative approach to language teaching: From flexible sylabus to students´ autonomy

Popis výsledku v původním jazyce

This paper shares experience with an implementation of Creative Approach to Language Teaching (CALT) to university setting. It presents creativity (M. Csikszentmihalyi, K. Robinson, J.P.Gilford, E. de Bono) as an integral part of the language learning process and addresses questions of creative situations, processes and barriers, focusing on students' autonomy and their contribution to a course development. Masaryk University Language Centre, the leading language learning institution in the country, hasbeen testing, analysing and implementing CALT in diverse courses since 2009. Our findings indicate that teachers using CALT methods prefer adopting roles of language facilitators, guides and advisers. They tend to share negotiated responsibilities withthe rest of the learning community-of-practice and provide a more creative, flexible and dynamic environment for students who are allowed to become natural co-authors and engaged creators of more autonomous language learning tasks.

Název v anglickém jazyce

Creative approach to language teaching: From flexible sylabus to students´ autonomy

Popis výsledku anglicky

This paper shares experience with an implementation of Creative Approach to Language Teaching (CALT) to university setting. It presents creativity (M. Csikszentmihalyi, K. Robinson, J.P.Gilford, E. de Bono) as an integral part of the language learning process and addresses questions of creative situations, processes and barriers, focusing on students' autonomy and their contribution to a course development. Masaryk University Language Centre, the leading language learning institution in the country, hasbeen testing, analysing and implementing CALT in diverse courses since 2009. Our findings indicate that teachers using CALT methods prefer adopting roles of language facilitators, guides and advisers. They tend to share negotiated responsibilities withthe rest of the learning community-of-practice and provide a more creative, flexible and dynamic environment for students who are allowed to become natural co-authors and engaged creators of more autonomous language learning tasks.

Druh

O - Ostatní výsledky

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

O - Projekt operacniho programu

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů