En Echanges French Textbook Pdf Download

Article PDF Available

Preferences for activities in French textbooks used in Slovak secondary schools analysed with Birova´s Communication Curve Tool

Abstract

Which textbooks are used in French classes? Can the struggle to choose a good textbook affect the communication procedure in French? What is the proportion of language, intercultural and communicative activities in selected textbooks? What are the reasons for purchasing language-based and communication-based textbooks? The present study explores these questions and presents results with broad implications for teachers of French at secondary schools. It points out some significant markers such as textbook type activities preferences and arguments for choosing textbooks for French classes.

Discover the world's research

• 20+ million members
• 135+ million publications
• 700k+ research projects

Join for free

Content may be subject to copyright.

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

71

DOI: 10.1515/jolace-2016-0006

Preferences for activities in French textbooks used in Slovak secondary schools

analysed with Birova´s Communication Curve Tool

Jana Bírová

Comenius University in Bratislava, Slovakia

birova@fedu.uniba.sk

Abstract

Which textbooks are used in French classes? Can the struggle to choose a good textbook affect the

communication procedure in French? What is the proportion of language, intercultural and communicative

activities in selected textbooks? What are the reasons for purchasing language-based and communication-based

textbooks? The present study explores these questions and presents results with broad implications for teachers of

French at secondary schools. It points out some significant markers such as textbook type activities preferences and

arguments for choosing textbooks for French classes.

Keywords

textbooks, frequency, activities, preferences, communication, appropriateness

Introduction

Slovak state standards and curricula are becoming increasingly important not only in the

implementation of instruction but also in choosing a good textbook. Many textbook publishers provide

a variety of activities in order to fulfil general textbook standards without considering the balance

between the intercultural importance, grammar significance and communication needs. In the paper,

I present partial results from the empirical research conducted within a year. I propose a survey of

textbooks used for teaching French at secondary schools in Slovakia. The objective of this study is not

only to show what textbooks are used and with what frequency, but I also I intend to demonstrate that,

for instance, the textbooks which are used often do not sufficiently attain the communicative objective.

When choosing a textbook, several elements should be taken into consideration—the students, the

proportion of language-based and communication-based or task-based activities, the proportion of

activities enhancing the students´ input and output, the curricula content. Cunningsworth (1995)

suggests four criteria for evaluating language textbooks. They should:

 reflect students´ needs and match learning objectives,

 reflect the use of language communicatively,

 facilitate learning processes by eclecticism,

 sustain a clear role as a support for learning.

The problem which was assumed before proceeding with the research, was related to the theories,

research or partial research in the works of French-writing authors such as Bertocchini and Constanzo

(2008), Besse (1995), Courtillon (2003), Pécheur and Vigner (1995), Slovak-writing authors Nogová

and Bálint (2005), Pokrivčáková (2003, 2004), Repka (1990) or Turek (1997), as well as English-

writing authors Brumfit and Johnson (1989), Cunningsworth (1995), Dalgalian, Lieutaud and Weiss

(1991), Daoud and Celce-Murcia (1979), Lamie (1999), Lee and Vanpatten (2005), Nunan (1989, 1991),

Sheldon (1988), Skierso (1991), Thornbury (2006) or Tomlinson (2001) but mainly to the theory of the

balance-activity approach mentioned in the work of Harmer (1991) which was the point of departure

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

72

for creating Birova´s theory of CC analysis and seen in the material coverage of everyday class in the

form of the proportion of language-based exercises and communication-based activities in the

textbooks which prepare high school learners for their final graduation examination in French as a

foreign language.

Research methodology

Such methods as a questionnaire and interview concerning the use and the variety of French

textbooks and exercise books were used with French teachers teaching at secondary schools. Birova´s

Communication Curve (CC) content analysis was applied in order to map communicative, language,

sociolinguistic and pragmatic activities in randomly selected units of textbooks previously designed by

teachers in the questionnaire. The research methodology was devised during the doctoral studies in

2009 and was discussed and published in the proceedings from the World Congress of Teachers of

French in Quebec in 2008 (Bírová et al., 2010).

Research objectives

Research objectives are designed regarding the assumed problem. In the present paper, the

following is intended:

 to map French textbook policy and exercise typology,

 to map the ratio between communicative, language, sociolinguistic and pragmatic activities in

randomly selected units of textbooks,

 to point out some motivating factors behind teachers´ choice when selecting textbooks.

Research procedure and results

Frequencies called tallies were used to count up the number of teachers and the number of

textbooks. The respondents to the questionnaire turned out to be 108. 2 questionnaires were not

suitable and another 6 teachers of French expressed their opinions in the questionnaire but were not

currently teaching French at secondary schools. The bank of 100 questionnaires created the corpus of

answers that was analysed. The respondents were from the following towns:

6 Banská Bystrica, 1 Brezno, 1 Čadca, 1 Dolný Kubín, 2 Dubnica nad Váhom, 1 Galanta, 4 Hadlová, 1

Hnúšťa, 1 Humenné, 1 Kežmarok, 3 Komárno, 1 Košice, 1 Kremnica, 2 Krupina, 1 Levoča, 3 Liptovský

Mikuláš, 2 Lučenec, 1 Martin, 2 Michalovce, 4 Námestovo, 4 Nitra, 1 Nové Mesto nad Váhom, 1 Nové

Zámky, 2 Piešťany, 2 Poprad, 2 Piešťany, 2 Poprad, 1 Považská Bystrica, 3 Prievidza, 1 Pruské, 1 Púchov,

1 Rajec, 1 Rimavská Sobota, 1 Sabinov, 2 Senica, 2 Stropkov, 1 Tisovec, 1 Topoľčany, 8 Trenčín, 1

Trnava, 2 Tvrdošín, 1 Vrútky, 1 Zlaté Moravce, 4 Zvolen, 1 Žiar nad Hronom, 5 Žilina, 2 did not specify

the town).

Total number of respondents: 100

Table 1: School typology

4-year high schools

8-year high

schools

(French CLIL

classes)

Secondary

vocational schools

Associated

secondary schools

Others

62 14 14 4 2

According to the first result, the highest number of schools where teachers teach French are 4-year

high schools. The development of confident communication in French takes place in 8-year high schools,

too. This is due to everyday French CLIL classes. A high level of French is also at secondary vocational

schools where students have to learn not only the basics of the language but they also penetrate to the

specific fields of their future work.

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

73

Table 2: Gender of respondents

Gender

4-year

high

schools

high

schools

(French

CLIL

classes)

vocational

schools

secondary

schools

Others

Total

As it is evident, teaching French is mainly the business of female French teachers (96%).

The respondents are used to using more than one textbook during their classes. Sometimes it even

happens that they change the publisher as they are not satisfied with the textbook policy introduced by

the Ministry of Education. Some of the interviewed teachers use the textbook entitled En français 1 in

the first grade. In the second grade, these teachers turn to a completely different publisher and start

working with Francúzsky jazyk pre stredné školy 2 . In the third and fourth grades, teachers choose for

their learners the textbook entitled Forum 2. Other teachers use more than one textbook for the same

level of students. For example, in the old textbook entitled Francúzsky jazyk, written according to the

audiolingual method, they appreciate the grammar exercises and the system which allows learners to

automatize grammatical rules. In Libre échange, teachers appreciate pre-communicative and

communicative activities. During conversation lessons, teachers are used to working with thematic

workbooks mentioned above.

Except percentage calculations and dividing textbooks according to the typology of schools, the

textbooks were sorted by the frequency of use – from the highest to the lowest. Table 3 is a summary

table of all the books (60) the interviewed teachers indicated in their questionnaires. Table 4 shows the

rank of cyclic textbooks and Table 5 the percentage rank of the thematic exercise books.

The most frequently used exercise book is Oui with the representation of 28%. The other two most

widely used textbooks are En français 1 and En français 2 . Interestingly, this set of books is designed

primarily for elementary schools. Its high percentage of usage at secondary schools reflects common

methods of teachers at primary and secondary schools for teaching French language as well as the

similar language content and objectives at A1 and A2 levels of learning French. However, some teachers

consider the use of textbooks En français and En français 2 as infantile as they are intended for lower-

age audience.

Table 3: Raw frequencies and percentages of using textbooks and thematic workbooks at secondary

schools in Slovakia

Rank

1

of textbooks and

workbooks

4-year

high

schools

high

schools

(French

CLIL

classes)

ary

vocation

al

schools

schools

Others

Total

Oui

28

28%

En français 1

20

20%

En français 2

19

19%

1

References for textbooks – see Bibliographic References

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

74

Libre échange 1

17

17%

Forum 2

16

16%

Fontières 1

16

16%

En français 3

13

13%

Libre échange 2

13

13%

Forum 1

12

12%

francúzštiny 1

11

11%

francúzštiny 2

11

11%

stred. školy 3

10

10%

Frontières 2

9

9%

En français 4

8

8%

stred. školy 1

8

8%

Monitor

7

7%

stred. školy 2

7

7%

perfectionnement

5

5%

stred. školy 4

5

5%

Campus 2

5

5%

civilisation française

5

5%

progressif

5

5%

Espaces 1

4

4%

Nouvel Espaces 1

4

4%

progressive

4

4%

Espaces 2

3

3%

Libre échange 3

3

3%

Campus 1

3

3%

Tempo 1

3

3%

Tempo 2

3

3%

On y va 1

3

3%

On y va 2

3

3%

Café crème 1

2

2%

Café crème 2

2

2%

Panorama 1

2

2%

Panorama 2

2

2%

Nouvel Espaces 2

2

2%

On y va 3

2

2%

Extra

2

2%

Bonne route 1

2

2%

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

75

francouzské

gramatiky

2

2%

Junior 1

2

2%

konverzácia

2

2%

Café crème 3

1

1%

Champion 1

1

1%

Champion 2

1

1%

On y va 4

1

1%

Le français pour vous

1

1%

Junior 2

1

1%

Junior 3

1

1%

Fréquence jeunes

1

1%

Frontières 3

1

1%

Archipel

1

1%

Escales

1

1%

Économie

1

1%

l´hôtelerie et de la

restauration

1

1%

Delf scolaire A2

1

1%

Delf scolaire B1

1

1%

Delf scolaire B2

1

1%

pokročilých

1

1%

High values of usage also represent the following textbooks Libre échange, Forum, Le Nouveau Sans

Frontières as well as the textbook conceived according to the audiolingual method principles,

Francúzsky jazyk pre stredné školy, which was used before 1989. It is surprising that this textbook

published for the first time in the 80s of the last century, the era of communism, it is still used. This

might be explained as a very weak progress in the textbook policy, yet according to the interviews done

with teachers during the research, this textbook is used nowadays for its grammar and, in broadest

terms, linguistic know-how which is necessary mainly at the stage of language practice. While other

textbooks reveal high interest in communication practice, this old audiolingual textbook is appreciated

for its grammar. Teachers recommend this textbook to other colleagues as they are convinced that only

with grammar exercises and pre-communicative activities a learner will know how to communicate

efficiently.

As it is shown further, Maturujem z francúzštiny po novom , Monitor and En français perfectionnement

achieve high representation. These books prepare high school graduates for the final examination not

only from the point of view of their thematicity but also exercise typology. Other books in the stated

order: Aspects de Civilisation Française, Vocabulaire progressif and Grammaire française , achieving 5%

representation.

Table 4: Percentages of French textbooks usage at secondary schools in Slovakia

Percentage of

French textbooks

Total

Percentage of

French textbooks

Total

En français 1 20%

On y va 2 3%

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

76

En français 2 19%

Café crème 1 2%

Libre échange 1 17%

Café crème 2 2%

Forum 2 16%

Panorama 1 2%

Le Nouveau S. Frontières 1 16%

Panorama 2 2%

En français 3 13%

Nouvel Espaces 2 2%

Libre échange 2 13%

On y va 3 2%

Forum 1 12%

Extra 2%

Francúz. jazyk pre stred. školy 3 10%

Bonne route 1 2%

Le Nouveau S. Frontières 2 9%

Junior 1 2%

En français 4 8%

Café crème 3 1%

Francúzsky jazyk pre stredné školy 1 8%

Champion 1 1%

Francúzsky jazyk pre stredné školy 2 7%

Champion 2 1%

Francúzsky jazyk pre stredné školy 4 5%

On y va 4 1%

Campus 2 5%

Le français pour vous 1%

Espaces 1 4%

Junior 2 1%

Nouvel Espaces 1 4%

Junior 3 1%

Espaces 2 3%

Fréquence jeunes 1%

Libre échange 3 3%

Le Nouveau S. Frontières 3 1%

Campus 1 3%

Archipel 1%

3%

Le français de l´hôtelerie et de

la restauration 1%

Escales 1%

Tempo 2 3%

Francúzština pre pokročilých

1%

On y va 1 3%

Table 5: Percentages of French thematic exercise books usage at secondary schools in Slovakia

Percentage of

French thematic exercise books

Total

Percentage of

French thematic exercise books

Total

Oui 28%

gramatiky

Maturujem z francúzštiny 1

Maturujem z francúzštiny 2

Delf scolaire A2 1%

Aspects de civilisation française 5%

Delf scolaire B1 1%

Vocabulaire progressif 5%

Delf scolaire B2

1%

Grammaire progressive 4%

Communication Curve (CC) Content Analysis

In order to map activity preferences of textbooks used for teaching French at secondary schools, the

Communication Curve Content Analysis (Birova, 2009) was applied. Preferences were counted upon

defined categories. Activity categories were extended from 1 to 7. Language exercises practising

language without being put into context were levelled 1. Exercises practising sociolinguistic elements or

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

77

sociocultural items without context were levelled 2. With the level 3 were associated activities which

concerned pragmatic competence elements practice. These elements were predominately put into

micro-contexts and represented by short open answer tasks. The fourth curve degree represented pre-

communicative contextual activities practising reading comprehension, listening comprehension or

mediation. The fifth category represented activities which stimulated learners to work in context with

elements of sociolinguistics and socioculture, also practising reading or listening. The sixth degree was

oriented on contextual pragmatic activities.

The highest-level 7 incorporates production activities such as speaking, writing or oral and written

interactions that encourage learners to communicate in dialogues, discussions or confrontations.

Point 0 on the CC involves extra activities that are neither open nor closed, of no linguistic or

communicative relatedness. They appeared in textbooks as supplementary and had no point common

with language learning (example of such assignments: "Hang the project on the board!")

The following tables present the preferred degree of activities in selected textbooks.

Table 6: Activity preferences and value scale measured by the CC content analysis in selected thematic

exercise books

Table 6 presents the preferable aspects of thematic exercise books. While En francais

perfectionnement attains only level 2 of CC analysis (activities about socioculture and sociolinguistics),

Maturujem po novom exercise book set prefers communicative activities (level 7 of CC). Oui obtains level

4. Aspects de civilisation francaise seems to have not been evaluated as its preferences are not

demonstrated. It is due to the authorial concept of the book as the authors decided not to invent

activities, just to present texts and prepare some extracts of realia input.

0 1 2 3 4 5 6 7

OUI

Maturujem z francúzštiny po novom 1.diel s DVD

Maturujem z francúzštiny po novom 2.diel

Francúzska konverzácia

Aspects de civilisation francaise

En francais perfectionnement

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

78

Table 7: Activity preferences and value scale measured by the CC analysis in a student´s book of selected

textbooks

Table 8: Activity preferences and value scale measured by the CC content analysis in workbooks of

selected textbooks

0 1 2 3 4 5 6 7

PANORAMA 1

PANORAMA 2

En f rancais 1

En f rancais 2

En f rancais 3

En f rancais 4

Libre Échange 1

Libre Échange 2

Caf é creme 1

Caf é creme 2

Forum 1

Forum 2

Espaces 1

Espaces 2

Francúzsky jazyk pre stred. školy 1

Francúzsky jazyk pre stred. školy 2

Francúzsky jazyk pre stred. školy 3

Francúzsky jazyk pre stred. školy 4

Le nouv eau sans f rontieres 1

Le nouv eau sans f rontieres 2

0 1 2 3 4 5 6

PANORAMA 1

PANORAMA 2

En f rancais 1

En f rancais 2

En f rancais 3

En f rancais 4

Libre Échange 1

Libre Échange 2

Caf é creme 1

Caf é creme 2

Forum 1

Forum 2

Espaces 1

Espaces 2

Le nouv eau sans f orntieres 1

Le nouv eau sans f rontieres 2

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

79

Table 9: A general overview

0 1 2 3 4 5 6 7

PANORAMA 1 Učebnica

PANORAMA 1 Pracovný zošit

PANORAMA 2 Pracovný zošit

PANORAMA 2 Učebnica

OUI

Maturujem z francúzštiny po novom 1.diel s DVD

Maturujem z francúzštiny po novom 2.diel

En francais 1 Učebnica

En francais 1 Pracovný zošit

En francais 2 Učebnica

En francais 2 Pracovný zošit

En francais 3 Učebnica

En francais 3 Pracovný zošit

En francais 4 Učebnica

En francais 4 Pracovný zošit

En francais perfectionnement

Libre Échange 1 Pracovný zošit

Libre Échange 1 Učebnica

Libre Échange 2 Učebnica

Libre Échange 2 Pracovný zošit

Café creme 1 Učebnica

Café creme 1 Pracovný zošit

Café creme 2 Učebnica

Café creme 2 Pracovný zošit

Forum 1 Učebnica

Forum 1 Pracovný zošit

Forum 2 Učebnica

Forum 2 Pracovný zošit

Espaces 1 Učebnica

Espaces 1 Pracovný zošit

Espaces 2 Učebnica

Espaces 2 Pracovný zošit

Francúzska konverzácia

Francúzsky jazyk pre stred. školy 1

Francúzsky jazyk pre stred. školy 2

Francúzsky jazyk pre stred. školy 4

Francúzsky jazyk pre stred. školy 3

Le nouveau sans frontieres 1

Le nouveau sans forntieres 1

Le nouveau sans frontieres 2

Le nouveau sans frontieres 2

Aspects de civilisation francaise

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

80

Table 10: Raw frequencies of oral communicative interaction activities and other communicative

activities

French textbook or exercise book title

Oral

communicative

intercultural

interaction

activities

Other

communicative

activities

Total

Communicative activities

4.

Le nouveau sans frontières 1

5.

6.

7.

8.

Le nouveau sans frontières 2

9.

En français perfectionnement

Franc.jazyk pre stred.školy 1

Franc.jazyk pre stred.školy 2

Franc.jazyk pre stred.školy 4

Aspects de civilisation française

Oui, a thematic exercise book purchased and used widely in Slovakia in order to prepare future high

school graduates for the final examination achieves only level 4 of communicativeness. Analysing the

data collected in the chart below, the book does not eliminate oral interaction activities. Why, then, do

teachers use this thematic workbook if not for preparing students for communication? According to the

data collected from interviews, teachers are used to using the audiolingual method principles. They let

learners memorise texts which are, then, learnt by heart. This principle teaches them to reproduce

written texts.

Another thematic exercise book designed to develop communication aspects is Aspects de civilisation

francaise. The book conceptors did not include any exercise or any activity. The book consists of

sociocultural elements packed in a number of texts.

Francúzsky jazyk pre stredné školy 1, 2, 3, 4 – a set of textbooks conceived upon the audiolingual

method principles, inadequately proposes improvement possibilities regarding intercultural

communication in interaction. Books following the communicative approach principles reveal a high

interest in the development of students´ conversational potential by means of information gap activities

or tasks involving speech acts. These are Espaces 2, Francúzska konverzácia and the thematic exercise

books Maturujem z francúzštiny po novom 1 and 2.

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

81

When investigating further the authorial preferences in the aforementioned textbooks, it is

surprising that not infrequently there is a small or no difference between the textbook and its

corresponding workbook. Panorama 1 textbook and Panorama 1 workbook, for example, have the same

level of the CC activity preferences – level 1. As a researcher, I ask then: what are the reasons and, more

importantly, what are the learners´ benefits of the stated identical textbook conceptualization?

Panorama 2 follows the same pattern as both the textbook as well as the workbook are also on the same

CC level 4. Consequently, it is only language-based activities, mostly contextualised, that are

incorporated, either through reading or listening practice. Hardly any or no opportunity is given to

practise oral interaction or pragmatic linguistics.

In the set of textbooks Forum (Forum 1, Forum 2 ), the randomly selected unit to be evaluated in

Forum 2 consisted of more than 50 exercises and activities out of which 13 propose to practise oral

intercultural interaction. 6 other are considered as other communicative activities. They enhance

learners' speaking and writing skills. In chart 1 Forum 2 is considered as one of the most communicative

textbooks so far as presented in the tables 7 and 8. This is because the tables 6, 7 and 8 reveal only

textbook preferences. The authors of forum 2 preferred in the selected unit the CC level 1. It means that

in the mentioned unit, learners are to practise communicative activities but they are more exposed to

non-contextual language-based activities, as, for example, putting the verbs in brackets into the correct

form in isolated sentences.)

The set of cyclic textbooks En francais 1, 2, 3, 4 as well as Perfectionnement are also conceived in

accordance with the communicative approach principles but the results of the CC content analysis do

not validate this statement. The authors were much inspired by the audiolingual method principles.

Teachers mentioned in the interview that for this set of textbooks, it is very difficult to get listening

activities records. They admit omitting these activities in the class.

Conclusion

Textbooks are in the policy as terms to describe learning support materials. Creating a textbook

includes several stages and implements a variety of aspects. The process itself in bringing textbooks

from the hands of the author (or conceptor) to the user (teachers and learners) aims to pave the way

forward for learners in formal education to have access to learning support materials. Textbooks aim to

develop to their full potential in order to make a meaningful contribution to the economic development.

The economic and access criterion is sometimes a way to influence teachers´ decision. Sometimes, the

policy missions of creating a good textbook to plan and implement integrated, sustainable and

coordinated learning support materials supply the chain that will provide the best value, curriculum-

relevant textbooks in an equitable way to all learners and teachers. This should have a direct and

measurable impact on the quality of learning opportunities for all learners.

In the article, the equitable way was measured by the aid of the CC analysis and it was shown that

textbooks more commonly purchased do not positively answer the demand of the equal proportion of

activities. The most used textbooks were evaluated as the least communicative.

The stated research outcomes lead researchers and teachers of French to reconsider the level of

efficiency when using textbooks in class. The Slovak textbook policy is an unrestricted process and does

not limit teachers' freedom to choose suitable materials; however the process itself seems to be difficult

and inefficient.

Acknowledgement

The study is the partial result of the project VEGA 1/0106/15 2015-2017 "Teoretické skúmanie a

empirické overenie konceptu interkultúrnej komunikatívnej kompetencie ako súčasti aktuálnej

koncepcie výučby cieľových jazykov v súčinnosti so Spoločným európskym referenčným rámcom pre

jazyky: učenie, vyučovanie, hodnotenie" funded by the Ministry of Education, Science, Research, and

Sport of the Slovak Republic.

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

82

References

AMINEVA, V. (2015). Phenomenon of border in interliterary dialogue. XLinguae, 6(2), 246-249.

DOI: 10.7813/jll.2015/6-2/52.

BAYLON, C., CAMPA, A., MESTREIT, C., MURILLO, J., & TOST, M. (2000). Forum 1. Hachette FLE.

BAYLON, C., CAMPA, A., MESTREIT, C., MURILLO, J., & TOST, M. (2000). Forum 1. Cahier d´exercices.

Hachette FLE.

BERTOCCHINI, P. & CONSTANZO, E. (2008). Manuel de formation pratique pour le professeur de FLE . CLE

International.

BESSE, H. (1995). Méthodes et pratiques des manuels de langue . Didier.

BÍROVÁ, J. (2005). Maturujem z francúzštiny po novom + DVD 1. diel . Vzdelávanie Don Bosca.

BÍROVÁ, J. (2006). Maturujem z francúzštiny po novom + DVD 2. diel . Vzdelávanie Don Bosca.

BÍROVÁ, J. (2009). Komunikatívny cieľ v typológii učebnicových úloh a úloh na maturitnej skúške z

francúzskeho jazyka. PhD. thesis. Bratislava: Comenius University.

BÍROVÁ, J. et al. (2010). Les réformes dans l´enseignement des langues étrangeres en SLovaquie ne

déforment-elles pas le but de l´apprentissage? Dialogues et cultures : Faire vivre les identités

francophones, Actes du XXIIe congres mondial de la FIPF, Québec 21-25 juillet 2008. Tome I: Enjeux

socio-politiques, 55, 67-78.

BRUMFIT, C. J. & JOHNSON, K. (1989). The communicative Approach to Language Teaching . Oxford: OUP.

CAMPA, A., MESTREIT, C., MURILLO, J., & TOST, M. (2001). Forum 2. Hachette FLE.

CAMPA, A., MESTREIT, C., MURILLO, J., & TOST, M. (2001). Forum 2. Cahier d´exercices. Hachette FLE.

CAPELLE, G. & GIDON, N. (1995). Espaces 1. Hachette International.

CAPELLE, G. & GIDON, N. (1995). Espaces 1. Cahier d´exercices. Hachette International.

CAPELLE, G. & GIDON, N. (1995). Espaces 2. Hachette International.

CAPELLE, G. & GIDON, N. (1995). Espaces 2. Cahier d´exercices. Hachette International.

CHISS, J.-L., DAVID, J., & REUTER, Y. (1995). Didactique du français. Nathan.

COURTILLON, J. (2003). Élaborer un cours de FLE. Hachette.

COURTILLON, J. & SALINS, G.-D. (2003). Libre échange 1. Didier/Hatier.

COURTILLON, J. & SALINS, G.-D. (2003). Libre échange 1. Cahier d´exercices. Didier/Hatier.

COURTILLON, J. & SALINS, G.-D. (1998). Libre échange 2. Didier/Hatier.

COURTILLON, J. & SALINS, G.-D. (1998). Libre échange 2. Cahier d´exercices. Didier/Hatier.

CUNNINGSWORTH, A. (1995). Choosing your coursebook. Oxford: Heinmann.

CUQ, J.-P. (2003). Dictionnaire de didactique du français langue étrangère . CLE International.

DALGALIAN, G., LIEUTAUD, S., & WEISS, F. (1991). Pour un nouvel enseignement des langues. CLE

International.

DAOUD, A. & CELCE-MURCIA, M. (1979). Selecting and evaluating a textbook. In Celce-Murcia, M. &

McIntosh, L. (Eds.), Teaching English as a second or foreign language (p. 302-307). Cambridge, MA:

Newbury House Publishers.

DOULIK, P., SKODA, J., & RICAN, J. (2015). Metacognitive Strategies: Asset to Efficient Learning and

Education. Slavonic Pedagogical Studies Journal , 4(1), 62-81. DOI: 10.18355/PG.2015.4.1.62-81.

GAVORA, P. (1999). Úvod do pedagogického výskumu . Bratislava: UK.

GERMAIN, C. (1993). Évolution de l´enseignement des langues : 5 000 ans d´histoire . Paris: CLE

international.

GIRARDET, J., DOMINIQUE, P., & VRIES, C. P. (2002). Le Nouveau Sans Frontières 1. CLE International.

GIRARDET, J., DOMINIQUE, P., & VRIES, C. P. (2002). Le Nouveau Sans Frontières 1. Cahier d´exercices.

CLE International.

GIRARDET, J., DOMINIQUE, P., & VRIES, C. P. (2002). Le Nouveau Sans Frontières 2. CLE International.

GIRARDET, J., DOMINIQUE, P., & VRIES, C. P. (2002). Le Nouveau Sans Frontières 2. Cahier d´exercices.

CLE International.

GIRARDET, J. & CRIDLIG, J.-M. (2004). Panorama 1. CLE International.

GIRARDET, J. & CRIDLIG, J.-M. (2004). Panorama 1. Cahier d´exercices. CLE International.

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

83

GIRARDET, J. & CRIDLIG, J.-M. (2004). Panorama 2. CLE International.

GIRARDET, J. & CRIDLIG, J.-M. (2004). Panorama 2. Cahier d´exercices . CLE International.

GOMEZ-PABLOS, B. (2014). Didáctica de ELE : Fundamentos de didáctica. Nümbrecht : Kirsch-Verlag.

HARMER, J. (1998). How to Teach English. New York: Longman.

HARMER, J. (1991). The Practice of Engllish Language Teaching . New York: Longman.

KANEMAN, M., TREVISI, S., & BEACCO DI GIURA, M. (1997). Café crème 1. Hachette Livre.

KANEMAN, M., TREVISI, S., & BEACCO DI GIURA, M. (1997). Café crème 1. Cahier d´exercices. Hachette

Livre.

KANEMAN, M., TREVISI, S., & BEACCO DI GIURA, M. (1997). Café crème 2. Hachette Livre.

KANEMAN, M., TREVISI, S., & BEACCO DI GIURA, M. (1997). Café crème 2. Cahier d´exercices. Hachette

Livre.

LAMIE, J. M. (1999). Making the textbook more communicative. The Internal TESL Journal , 5(1).

Retrieved September 27, 2010, from www.iteslj.org

LEE, J. F. & VANPATTEN, B. (2005). Making Communicative Language Teaching Happen. New York:

McGraw-Hill, Inc.

LYNCH, T. & ANDERSON, K. (1992). Study Speaking. Cambridge: CUP.

MALAMAH-THOMAS, A. (1987). Classroom Interaction. Oxford: OUP.

MALOVECKÝ, M. (2014). Lingvistické komponenty hľadania metódy v kontrastívnej jazykovede. In

Hľadanie metódy v kontrastívnej lingvistike (p. 12-32). Bratislava: Univerzita Komenského.

MALOVECKÝ, M. (2015). Intercultural context in translation of proper nouns. XLinguae, 8(4), 10-14.

DOI: 10.18355/XL.2015.08.04.10-14.

MÁTÉFFYOVÁ, E., BOURSIER, M., & ŠVARBOVÁ, E. (2005). Oui – Francúzština cvičebnica s CD. Nitra:

Enigma.

MEDVECZKÁ, M. (2007). Vyučovanie cudzích jazykov vo vybraných krajinách Európy Španielsko. In

Koncepcia vyučovania cudzích jazykov v základných a stredných školách: prehĺbenie efektívnosti

vyučovania cudzích jazykov v súvislosti so vstupom Slovenska do EÚ (p. 47-49) . Bratislava: Štátny

pedagogický ústav.

NOGOVÁ, M. & BÁLINT, Ľ. (2005). Metodická príručka ku kritériám na hodnotenie kvality učebníc .

Bratislava: ŠPÚ.

NUNAN, D. (1989). Designing Tasks for the Communicative Classroom . Cambridge: CUP.

NUNAN, D. (1991). Language teaching Methodology. Phoenix: ELT.

PÉCHEUR, J. & VIGNER, G. (1995). Méthodes et méthodologies. Paris: EDICEF.

PETLÁK, E. (1997). Všeobecná didaktika. Bratislava: Iris.

PETLÁK, E. & KOMORA, J.: Vyučovanie v otázkach a odpovediach. Bratislava: Iris.

POKRIVČÁKOVÁ, S. (2003). Nová pozícia učebnice v prostredí multimediálneho vzdelávania. In Cudzie

jazyky v škole: Didaktická efektívnosť učebníc cudzieho jazyka (p. 73-77). Nitra: UKF.

POKRIVČÁKOVÁ, S. (2004). K modernizácii a hodnoteniu vysokoškolských učebných textov. In

Pedagogická konferencia VII. Aktuálne otázky výchovy a vzdelávania v období vstupovania do EÚ (p.

167-176). Nitra: UKF.

POKRIVČÁKOVÁ, S. (2006). Štruktúra vnútornej motivácie mladších žiakov k učeniu sa cudzích jazykov.

In Petlák, E. et al., Pedagogicko-didaktické požiadavky motivácie žiakov do učebnej činnosti (p. 50-53).

Nitra: UKF.

POKRIVČÁKOVÁ, S., DUCHOVIČOVÁ, J. et al. (2009). Cudzie jazyky a kultúry v modernej škole. Brno:

Masarykova univerzita.

POKRIVČÁKOVÁ, S. (2013). Applied Linguistics Research of Bilingualism and its Incentives for Foreign

Language Pedagogy. Journal of Language and Cultural Education, 1(1), 51-62.

POKRIVČÁKOVÁ, S. (2014). Code-switching ako lingvodidaktický fenomén. XLinguae, 7(2), 61-74.

PRAVDA, M. & PRAVDOVÁ, M. (1996). Francúzska konverzácia. Bratislava: SPN.

REPKA, R. (1990). Niektoré otázky teórie a praxe tvorby učebníc. Zborník referátov zo seminára VÚPaP

v Bratislave (p. 49-59). Bratislava: VÚPaP.

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

84

RICHARDS, J. C. & RODGERS, S. T. (1986). Approaches and Methods in Language Teaching . Cambridge:

CUP.

ROVENSKÁ, Z. (1998). Aspects de civilisation française . Alter ego.

SAVIGNON, S. J. (1983). Communicative Competence: Theory and Classroom Practice. Addison-Wesley

Publishing Company, Inc.

SHELDON, L. E. (1988). Evaluating ELT textbooks and materials. English Language Teaching Journal ,

42(4), 237-246.

SKIERSO, A. (1991). Textbook selection and evaluation. In Celce-Murcia, M. (Ed.), Teaching English as a

second or foreign language. Boston: Heinle & Heinle.

ŠIMKOVÁ, Z. (2014). Klasické vyučovanie cudzích jazykov v porovnaní s inovatívnymi prístupmi. Studi

Italo – Slovacchi, 3(1), 207-212.

ŠIMKOVÁ, Z. (2015). Learning styles and strategies. Slavonic pedagogical studies journal, 4(1), 82-88.

DOI: 10.18355/PG.2015.4.1.82-88

ŠIMKOVÁ, Z. (2015). Developing Additive Bilingualism of Very Young Learners of English. In: Language,

Literature and Culture in Education 2015: Proceedings from International Conference (p. 159-166).

Nitra: SlovakEdu.

TAIŠLOVÁ, J., BARANOVÁ, E. & CLUSE, J.-L. (1995). En français 1. Bratislava: SPN/Hachette Livre.

TAIŠLOVÁ, J., BARANOVÁ, E. & CLUSE, J.-L. (1995). En français 1. Pracovný zošit. Bratislava:

SPN/Hachette Livre.

TAIŠLOVÁ, J., BARANOVÁ, E. & CLUSE, J.-L. (1995). En français 2. Bratislava: SPN/Hachette Livre.

TAIŠLOVÁ, J., BARANOVÁ, E. & CLUSE, J.-L. (1995). En français 2. Pracovný zošit. Bratislava:

SPN/Hachette Livre.

TAIŠLOVÁ, J., BARANOVÁ, E. & CLUSE, J.-L. (2000). En français 3. Bratislava: SPN/Hachette Livre.

TAIŠLOVÁ, J., BARANOVÁ, E. & CLUSE, J.-L. (2000). En français 3. Pracovný zošit. Bratislava:

SPN/Hachette Livre.

TAIŠLOVÁ, J., BARANOVÁ, E. & CLUSE, J.-L. (1994). En français 4. Bratislava: SPN/Hachette Livre.

TAIŠLOVÁ, J., BARANOVÁ, E. & CLUSE, J.-L. (1994). En français 4. Pracovný zošit. Bratislava:

SPN/Hachette Livre.

TAIŠLOVÁ, J., BARANOVÁ, E. & CLUSE, J.-L. (1996). En français perfectionnement . Bratislava:

SPN/Hachette Livre.

TAIŠLOVÁ, J., BARTOŠ, J. & HORAŽĎOVSKÁ, R. (1984). Francúzsky jazyk pre stredné školy 1. Bratislava:

SPN.

TAIŠLOVÁ, J., BARTOŠ, J. & HORAŽĎOVSKÁ, R. (1985). Francúzsky jazyk pre stredné školy 2 . Bratislava:

SPN.

TAIŠLOVÁ, J., JÓNOVÁ, R. & HORAŽĎOVSKÁ, R. (1986). Francúzsky jazyk pre stredné školy 3. Bratislava:

SPN.

TAIŠLOVÁ, J., JÓNOVÁ, R. & HORAŽĎOVSKÁ, R. (1987). Francúzsky jazyk pre stredné školy 4. Bratislava:

SPN.

THORNBURY, S. (2006). How to Teach Speaking. UK: Longman.

TOMLINSON, B. (2001). Materials development. Carter, R. & Nunan, D. (Eds.), The Cambridge guide to

teaching. English to speakers of other languages (p. 66-71). Cambridge: CUP.

TUREK, I. (1997). Zvyšovanie efektívnosti vyučovania. Bratislava: MPC.

VASBIEVA, D. & KLIMOVA, I. (2015). Transformational Potential of Blended Learning to Personalize

Foreign Language Teaching in a Non-Linguistic Higher School. XLinguae, 8(1), 2-10. DOI:

10.18355/XL.2015.08.01.2-10

WIDDOWSON, H. G. (1978). Une approche communicative de l´enseignement des langues . Hatier/Didier.

ZUJEV, D. (1986) Ako tvoriť učebnice. Bratislava: SPN.

Unauthenticated

Download Date | 3/8/16 11:07 AM

Journal of Language and Cultural Education, 2016, 4(1)

ISSN 1339-4584

SlovakEdu

85

Contact

Doc. PaedDr. Jana Bírová, PhD.

Department of Romance Languages and Literatures

Faculty of Education

Comenius University, Bratislava

Račianska 59, Bratislava, Slovakia

birova@fedu.uniba.sk

Unauthenticated

Download Date | 3/8/16 11:07 AM

... Up to now, these have not conformed to the requirements of the expanding European Union. Therefore, it is necessary to find new ways of effective mediating the new information to foreign language teachers and create instructional strategies that are based on the latest knowledge (Lojová (2011), Lojová, Vlčková (2011), Pokrivčáková (2014, Bírová (2016), Janíková (2011), Turek (2002), Steinberg, Sciariny (2006), Križo (2015), Petrová, Duchovičová (2016), Petlák (2012). ...

• Mária Pisoňová

There is no doubt these days that knowledge of different forms of motivation and its implementation in the work environment is a prerequisite for improving the quality of work results and subsequent achievement of organizational goals. Every head teacher meets this phenomenon. A lack of motivation is behind a number of unfulfilled tasks, unwillingness to look for efficient work practices, absence, disloyalty to their own society, refusing overtime, not accepting necessary changes, ignoring requests for assistance, and more. It is not easy to find a way to solve these problems. However, theory and practice go hand in hand and together it creates the perfect symbiosis which looks at the ailments mentioned and gradually finds answers. Where to start in order to be successful in this quest? We should first recognize the meaning and importance of motivation in the work process. The role of the head teacher is to know teachers to have a positive impact on their behaviour and entrust them with such tasks corresponding to their knowledge and skills. Work motivation is focused on carrying out a work obligation and should lead to the required working behaviour. Motivation to work is also connected to the work environment and climate in which teachers work. In general, we can say that teachers' satisfaction at work determines their personal relationships outside the workplace as well. For this reason, we decided to handle the theme on the specifics of the process of motivation occurring in the relationship between head teachers and foreign language teachers. The aim of this paper is to analyze the issues of the specifics of the process of motivation in the relationship between head teachers and foreign language teachers.

The following text deals with the metacognitive strategies. All authors are introducing readers into the metacognition terminology and knowledge and describe in detail contemporary trends in the field of metacognitive strategy research. Authors introduce the reader to the current findings of empirical researches and also they point out the importance of element implementation of metacognitive activities into the educational process.

• Silvia Pokrivcakova

Possibly the simplest definition of bilingualism is the one pointing to the ability of a person to communicate in two languages. Most frequently, bilingualism is the outcome of raising children in a bilingual family, the result of long-term exposure to more languages, or the outcome of bilingual education that is provided by a school system. It is the latter relationship between bilingualism and bilingual education that should be of special interest to language pedagogy academics, school managers and school legislative makers because, since 1989, bilingual education has become extraordinarily popular among parents and learners, the result of which is the continually growing number of bilingual primary and secondary schools. On the other hand, it is necessary to see the many significant pitfalls in applying bilingual education in Slovak schools: nearly non-existent research which leads to a lack of empirically proven knowledge, many important aspects of bilingual education remain unexplained, and both psychological and cognitive effects of bilingual education are usually explained entirely intuitively, without reasonable empirical background. Bilingual schools in Slovakia also seek proven procedures of good practice or valid instruments for measuring the quality of bilingual education. The objective of this study is to " track " one of the possible paths to a better understanding of bilingualism and to analyse some of the latest research in applied linguistics (namely sociolinguistics, psycholinguistics and neurolinguistics), which may be inspirational for further development of bilingual education. The paper includes partial results of the research project KEGA 036UKF-4/2013 Creating university textbooks and multimedia courses for a new study program funded by the Ministry of Education of the Slovak Republic.

• Silvia Pokrivcakova

Anotácia Štúdia predkladá čiastkové výsledky riešenia projektu KEGA 036UKF-4/2013: Tvorba učebníc a multimediálnych kurzov pre nový študijný program ako prostriedok internacionalizácie vysokoškolskej prípravy učiteľov cudzích jazykov financovaného MŠVVŠ SR. V rámci štúdie sa zaoberáme fenoménom striedania jazykov a prepínania jazykových kódov (code-switching) ako špecifickým sociolingvistickým javom. V práci si všímame code-switching z troch rôznych perspektív: a) ako prirodzenú súčasť komunikácie v bilingválnych komunitách, b) ako prvok bilingválneho vzdelávania a c) ako jav objavujúci sa v rámci vyučovania cudzích jazykov. Pri charakteristike školského code-switchingu (classroom code-switching) venujeme detailnejšiu pozornosť posledným výskumným zisteniam o funkciám a príčinách codeswitchingu v prehovoroch učiteľa aj žiaka. V závere práce uvádzame niekoľko lingvodidaktických námetov, ktoré využívajú code-switching ako užitočnú stratégiu na zvýšenie efektívnosti bilingválneho aj cudzojazyčného vzdelávania.

• Dinara G. Vasbieva
• Irina I. Klimova

The article investigates the importance of personalization of teaching a foreign language in a non-linguistic higher school through blended learning. The important role of dynamic syllabus, information and communication technology and electronic language portfolio is examined and analysed. The authors come to the conclusion that blended learning is a new educational model with great potential to increase students' outcomes and create exciting new roles for teachers. © 2015 Slovenska Vzdelavacia Obstaravacia. All rights reserved.

• Венера Аминева

Today conception of that or this national literature development cannot be comprehended without understanding its interconnections to foreign national artistic phenomena and processes. The author of the article tried to consider dialogue as a phenomenon of interliterary interconnections, to determine its essence, functions, productive role in the exchange of artistic values and in creation of new senses that unite different literatures. One of the types of dialogue communication between works of art that belong to different national literatures has been chosen as the subject of research: "own" as restructured "alien". Principles and approaches of analytical psychologism that can be traced in works of Tatar prosaists of early XX century G. Iskhaki and F. Amirkhan under the impression of Russian writers are considered as one of border transition between "own" and "alien". Another form of borders lifting between languages, cultures and epochs - citations from the works of other national literatures in the speech of hero, narrator. Semantics of border transition means a peculiar mutual overlapping of semantic fields of "own" and "alien" in artistic and esthetic experience. "Alien" word position when transforming into "another" becomes one of the codes in the given artistic scheme. Without knowing this position it is not possible to understand and perceive it adequately.

• Mojmir Malovecky

The author offers a study concerned with historical French proper nouns in translation and linguistic theory in the frame of a case study of translation of the texts about medieval history of France interconnected to intercultural extralinguistic context. Pragmalinguistic knowledge base of the receiving language community is decisive for translators to make an appropriate choice of equivalents in order to better serve the cultivated linguistic culture of the target language in the direct link to a more comprehensive translated text. © 2015, Slovenska Vzdelavacia Obstaravacia. All rights reserved.

• Leslie Sheldon

ELT coursebook publishing is a multi-million pound industry, yet the whole business of product assessment is haphazard and under-researched. Coursebooks are often seen by potential consumers-teachers, learners and educational purchasers-as market ephemera requiring invidious compromises between commercial and pedagogical demands. Some practical and theoretical reasons for such grassroots discontent are discussed, as are previous textbook studies and qualitative 'checklists'. The state of the informational assistance available to intending purchasers is also examined. Finally, as set of 'common core' qualitative criteria is advanced, whose purpose it would be to make evaluation and selection more systematic and informed.1

Posted by: kevenkevenmcgurne0268841.blogspot.com

Source: https://www.researchgate.net/publication/294138490_Preferences_for_activities_in_French_textbooks_used_in_Slovak_secondary_schools_analysed_with_Birovas_Communication_Curve_Tool

Share :