Evropské jazykové portfolio jako nástroj sebereflektivního hodnocení cizojazyčné kompetence, disertační práce.
| Title in English | European language portfolio as an Instrument for self-reflected assessment of foreign language competence |
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| Year of publication | 2009 |
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| Description | The doctoral thesis focuses on different aspects of implementation of the European Language Portfolio (ELP) into foreign language instruction. The main objective of this research was to delineate the determinants which influence efficient and optimal use of this tool as a teaching guide in all of its proclaimed functions. The described research was realized in three observational studies during the years from 2003 to 2008. The first observational study was focused on establishing current usage of the ELP within foreign language instruction on various school levels in the Czech environment and in some foreign countries. It was found that this tool is currently used in language instruction only rarely. During the second observational study we focused on finding reasons for rare usage of this tool. Within lessons we applied the Language Portfolio, which is an adaptation of the ELP for research purposes and is specifically tailored to students of German language. We investigated opinions of the users of this tool, students of German language teaching for the first level of elementary school, on various aspects connected with its usage. Since experience with the use of this instrument and perception of effects of the ELP on the teaching itself and on instruction are subjective, we chose a qualitative approach in order to encompass the studied issues in depth. During the third observational study we tested the above mentioned instrument within lessons as a tool for measuring and determining achieved foreign language competencies by means of self-assessment. In a sample of students of the relevant specialization, we compared the reliability of self-assessment with testing. Further, we researched the effect of language formulation of the descriptors, which always form the basis of self-assessment in the ELP, on the results of self-assessment. The obtained results were generalized primarily for the studied group; however, we outlined several tendencies which can be further investigated for educational practice in general. |