Konstrukční výzkum učebnice pro výuku odborného anglického jazyka
Licence
Tato práce je licencována pod licencí Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Název anglicky: Design-based Research of an ESP Coursebook
Publikace představuje koncepci konstrukčního výzkumu, který pro učitele odborného anglického jazyka představuje výzvu, jak se vypořádat s řešením komplexních úkolů týkajících se tvorby kurikula v dynamických kontextech pedagogické praxe. Tvorba učebních materiálů pro výuku odborného anglického jazyka se stává v akademickém prostředí samozřejmostí, avšak méně často dochází k tomu, aby si učitelé kvalitu materiálů ověřovali prostřednictvím výzkumného šetření. Autorka popisuje metodologii a diskutuje výsledky konstrukčního výzkumu učebnice pro výuku odborného anglického jazyka, jehož dualistický přínos spočívá v postupném zdokonalování učebnice a v produkci konstrukčních principů, které nejen validují teorie tvorby učebnic anglického jazyka, ale současně také vyvíjí teorie týkající se tvorby učebnic pro výuku odborného anglického jazyka.
E-kniha (PDF)
ISBN-13 | 978-80-280-0267-1 |
Počet stran | 375 |
Rok vydání | 2022 |
Pořadí vydání | 1., elektronické |
doi | https://doi.org/10.5817/CZ.MUNI.M280-0267-2022 |
Brožovaná vazba
ISBN-13 | 978-80-280-0266-4 |
Formát | 158 mm× 225 mm |
Počet stran | 375 |
Rok vydání | 2022 |
Pořadí vydání | 1. |
Obecné informace
Klíčová slova | konstrukční výzkum , učebnice pro výuku angličtiny pro specifické účely , systém hodnotících kritérií , dotazníkové šetření , didaktický test , iterace , konstrukční principy |
Jazyky | Čeština |
Alderson, J. C. (1988). Testing and its administration in ESP. In D. Chamberlain & R. J. Baumgardner (Eds.), ESP in the classroom: Practice and evaluation (s. 87-97). Oxford: The British Council.
Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge: Cambridge University Press.
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2001). Standardy pro pedagogické a psychologické testování. (H. Klimusová, překlad). Praha: Testcentrum. (Původní publikace byla vydána v roce 1999).
Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Educational Technology & Society, 11(4), 29-40.
Anderson, L., & Krathwohl, D. A. (2001). A Taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
Anderson, T., & Shattuck, J. (2011). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. https://doi.org/10.3102/0013189X11428813
Anthony, L. (1997a). Defining English for specific purposes and the role of the ESP practitioner. Center for Language Research Annual Review, 115-120.
Anthony, L. (1997b). English for specific purposes: What does it mean? Why is it different? OnCUE Journal, 5(3), 9-10.
Badecka-Kozikowska, M. (2015). English for students of electronics and telecommunications. Gdańsk: Wydawnictwo Politechniki Gdańskiej.
Bachman, L. F. (2004). Statistical analyses for language assessment. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667350
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
Baker, W. (2011). Global cultures and identities: Refocusing the aims of ELT in Asia through intercultural awareness. In T. Muller, S. Herder, J. Adamson, & P. Shigeo Brown (Eds.), Innovating EFL education in Asia (s. 49-62). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230347823_3
Bakker, A., & Van Eerde, H. A. A. (2013). An introduction to design-based research with an example from statistics education. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Doing qualitative research: methodology and methods in mathematics education (s. 429-466). New York: Springer. https://doi.org/10.1007/978-94-017-9181-6_16
Baleghizadeh, S., & Rahimi, A. H. (2011). Evaluation of an ESP textbook for the students https://doi.org/10.4304/jltr.2.5.1009-1014
of sociology. Journal of Language Teaching and Research, 2(5), 1009-1014.
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1-14. https://doi.org/10.1207/s15327809jls1301_1
Barnard, R., & Zemach, D. (2014). Materials for specific purposes. In B. Tomlinson (Ed.), Developing materials for language teaching (s. 306-323). London: Bloomsbury.
Basturkmen, H. (2008). Ideas and options in English for specific purposes. New York: Taylor & Francis.
Basturkmen, H. (2010). Developing courses in English for specific purposes. New York: Palgrave Macmillan. https://doi.org/10.1057/9780230290518
Batstone, R. & Ellis, R. (2009). Principled grammar teaching. System, 37, 194-204. https://doi.org/10.1016/j.system.2008.09.006
Baumann, J., Blachowicz, C., Bates, A., Cieply, C., Manyak, P., Peterson, H., & Graves, M. (2013). The development of a comprehensive vocabulary instruction program for nine- to eleven-year-old children using a design experiment approach. In T. Plomp & N. Nieveen (Eds.), Educational design research. Part B: Illustrative cases (s. 23-47). Enschede: SLO - Netherlands Institute for Curriculum Development.
Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133-156. https://doi.org/10.2307/40264514
Belcher, D. D. (2012). What ESP is and can be: An introduction. In D. D. Belcher (Ed.), English for specific purposes in theory and practice (s. 1-20). Ann Arbor: University of Michigan Press.
Benavent, G. T., & Peñamaría, S. S. (2011). Use of authentic materials in the ESP classroom. Encuentro, 20, 89-94.
Bergroth-Koskinen, U. M., & Seppälä, R. (2012). Teacher-researchers exploring design-based research to develop learning designs in higher education language training. Apples - Journal of Applied Language Studies, 6(2), 95-112.
Bhatia, V. (1993). Analyzing genre: Language use in professional settings. London: Longman.
Biber, D. (2006). University language. A corpus-based study of spoken and written registers. Amsterdam: John Benjamins. https://doi.org/10.1075/scl.23
Björkman, B. (2009). From code to discourse in spoken ELF. In A. Mauranen & E. Ranta (Eds.), English as a lingua franca. Studies and findings (s. 225-251). Newcastle upon Tyne: Cambridge Scholars Publishing.
Björkman, B. (2013). English as an academic lingua franca. An Investigation of form and communicative effectiveness. Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110279542
Bonamy, D. (2011). Technical English 4. London: Pearson.
Bracaj, M. (2014). Teaching English for specific purposes and teacher training. European Scientific Journal, 10(2), 40-49.
Breen, M. P., & Candlin, C. N. (1987). Which materials? A consumer's and designers guide. In L. E. Sheldon (Ed.), ELT textbooks and materials: Problems in evaluation and development (s. 14-28). Oxford: The British Council.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178. https://doi.org/10.1207/s15327809jls0202_2
Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge: Cambridge University Press.
Brumfit, C. J. (1978). 'Communicative' language teaching: an assessment. In P. Strevens (Ed.), In honour of A. S. Hornby. Oxford: Oxford University Press.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/1.1.1
Carter, D. (1983). Some propositions about ESP. The ESP Journal, 2, 131-137. https://doi.org/10.1016/0272-2380(93)90003-P
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1993). A pedagogical framework for communicative competence: Content specifications and guidelines for communicative language teaching. Deseret Language and Linguistic Society Symposium, 19(1), 13-29.
Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13. https://doi.org/10.3102/0013189X032001009
Cogo, A., & Dewey, M. (2006). Efficiency in ELF communication: From pragmatic motives to lexicogrammatical innovation. Nordic Journal of English Studies, 5(2), 59-94. https://doi.org/10.35360/njes.12
Collins, A. (1990). Towards a design science of education. New York: Center for Technology in Education.
Collins, A., Joseph D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(2), 15-42. https://doi.org/10.1207/s15327809jls1301_2
Corder, S. P. (1966). The visual element in language teaching. London: Longman.
Coxhead, A. (2018). Vocabulary and English for specific purposes research. Quantitative and qualitative perspectives. London: Routledge. https://doi.org/10.4324/9781315146478
Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Macmillan.
Dakowska, M. (2003). Current controversies in foreign language didactics. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego.
Danaye, T. M., & Haghigi, S. (2014). Evaluation of ESP textbooks: Evidence from ESP textbook of computer engineering major. International Journal of Research Studies in Language Learning, 3(2), 55-68. https://doi.org/10.5861/ijrsll.2013.469
Davies, A. (2001). The logic of testing languages for specific purposes. Language Testing, 18(2), 133-147. https://doi.org/10.1177/026553220101800202
Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8. https://doi.org/10.3102/0013189X032001005
DiSessa, A. A., & Cobb, P. (2004). Ontological innovation and the role of theory in design experiments. The Journal of the Learning Sciences, 13(1), 77-103. https://doi.org/10.1207/s15327809jls1301_4
Djebbari, A. (2016). Needs analysis of ESP students of science and technology [Disertační práce]. Biskra: Mohamed Kheider University of Biskra.
Doubravová, Ch., et al. (1999). Angličtina pro posluchače VŠCHT. Praha: Vysoká škola chemicko-technologická.
Doughty, C. J., & Long, M. H. (Eds.). (2005). The handbook of second language acquisition. Oxford: Blackwell Publishing. https://doi.org/10.1111/b.9781405132817.2005.x
Douglas, D. (2000). Assessing languages for specific purposes. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511732911
Douglas, D. (2013). ESP and assessment. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (s. 365-393). Chichester: John Wiley & Sons, Inc.
Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press.
Dvořák, D., Dvořáková, M., & Stará, J. (2008). Design-based research - výzkum učebnic prováděných jejich tvůrci. In P. Knecht & T. Janík (Eds.), Učebnice z pohledu pedagogického výzkumu (s. 81-89). Brno: Paido.
Ejersbo, L. R., et al. (2008). Balancing product design and theoretical insights. In A. Kelly, R. Lesh, & J. Baek (Eds.), Handbook of design research methods in education (s. 149-163). New York: Routledge.
Ellederová, E. (2020). English for information technology. Brno: Vysoké učení technické, Fakulta elektrotechniky a komunikačních technologií.
Ellis, R. (1990). Instructed second language acquisition. Oxford: Basil Blackwell.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2011). Macro- and micro-evaluations of task-based teaching. In B. Tomlinson (Ed.), Materials development in language teaching (s. 212-235). Oxford: Oxford University Press. https://doi.org/10.1017/9781139042789.012
Esteban, A. A. (2002). How useful are ESP textbooks? Odisea, 2, 39-47.
Esteras, S. R., & Fabré, E. M. (2007). Professional English in use. For computers and the Internet. Cambridge: Cambridge University Press.
Evans, V., Dooley, J., & Pontelli, E. (2014). Career paths: Software engineering. Newbury: Express Publishing.
Evans, V., Dooley, J., & Wright, S. (2011). Career paths: Information technology. Newbury: Express Publishing.
Ewer, J. R., & Latorre, G. (1969). A course in basic scientific English. Harlow: Longman.
Feak, C. B. (2013). ESP and speaking. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (s. 35-53). Chichester: John Wiley & Sons, Inc. https://doi.org/10.1002/9781118339855.ch2
Field, A. (2013). Discovering statistics using IBM SPSS Statistics. London: Sage.
Fiorito, L. (2005). Teaching English for specific purposes. UsingEnglish. https://www.usingenglish.com/teachers/articles/teaching-english-for-specific-purposes-esp.html
Flowerdew, J. (2013). Needs analysis and curriculum development in ESP. In B. Paltridge https://doi.org/10.1002/9781118339855.ch17
& S. Starfield (Eds.), The handbook of English for specific purposes (s. 325-353). Chichester: John Wiley & Sons, Inc.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology, 13, 266-272. https://doi.org/10.1037/h0083787
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40, 97-118. https://doi.org/10.1017/S0261444807004144
Glendinning, E. H., & Glendinning, N. (1995). Oxford English for electrical and mechanical engineering. Oxford: Oxford University Press.
Glendinning, E. H., & McEwan, J. (1993). Oxford English for electronics. Oxford: Oxford University Press.
Glendinning, E. H., & McEwan, J. (2002). Oxford English for information technology. Oxford: Oxford University Press.
Goh, C. C. M. (2013). ESP and listening. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (s. 55-76). Chichester: John Wiley & Sons, Inc. https://doi.org/10.1002/9781118339855.ch3
Goh, C. C. M., & Burns, A. (2012). Teaching speaking. A holistic approach. Cambrisge: Cambridge University Press.
Guo, H. (2017). The learning needs analysis of English for specific purposes (ESP) in college. US-China Foreign Language, 15(1), 1-6. https://doi.org/10.17265/1539-8080/2017.01.001
Habtoor, H. A. (2012). English for specific purpose textbook in EFL milieu: An instructor's perspective evaluation. International Journal of Linguistics, 4(3), 44-59. https://doi.org/10.5296/ijl.v4i3.1732
Halliday, M. A. K. (2004). The language of science. London: Contiuum.
Halliday, M. A. K. (2007). Language and education. London: Contiuum.
Harding, K. (2007). English for specific purposes. Oxford: Oxford University Press.
Harmer, J. (2007). The practice of language teaching. London: Pearson.
Harvey, A. M., Horzella, M., & Latorre, G. (1977). Materials production for ESP - some first principles. In R. S. Newberry (Ed.), English for specific purposes. An international seminar (s. 34-40). Bogotá: The British Council.
Hendl, J. (2009). Přehled statistických metod. Analýza a metaanalýza dat. Praha: Portál.
Herbert, A. J. (1965). The structure of technical English. London: Longman.
Hill, D. A., (2014). The visual element in EFL coursebooks. In B. Tomlinson (Ed.), Developing materials for language teaching (s. 174-182). London: Bloomsbury.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109-131. https://doi.org/10.2307/40264513
Hirvela, A. (2013). ESP and reading. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (s. 77-94). Chichester: John Wiley & Sons, Inc. https://doi.org/10.1002/9781118339855.ch4
Hoadley, C. (2002). Creating context: Design-based research in creating and understanding CSCL. In G. Stahl (Ed.), Computer Support for Collaborative Learning (s. 453-462). Mahwah: Lawrence Erlbaum Associates. https://doi.org/10.4324/9781315045467-64
Hogue, R. J. (2013). Epistemological foundations of educational design research. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013 - World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (s. 1915-1922). Las Vegas: Association for the Advancement of Computing in Education (AACE).
Hossain, J. (2013). ESP needs analysis for engineering students: A learner centered approach. Journal of PU, 2(2), 16-26.
Hrabí, L. (2007). Názory žáků a učitelů na učebnice přírodopisu. Pedagogická orientace, 17(4), 28-34.
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558. https://doi.org/10.1111/0023-8333.00164
Hutchinson, T. (1987). What's underneath? An interactive view of materials evaluation. In L. E. Sheldon (Ed.), ELT textbooks and materials: Problems in evaluation and development (s. 37-44). Oxford: The British Council.
Hutchinson, T., & Waters, A. (1987). English for specific purposes. A learning-centred approach. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511733031
Hyland, K. (2006). English for academic purposes. An advanced resource book. Abingdon: Routledge. https://doi.org/10.4324/9780203006603
Hyland, K. (2007). English for specific purposes. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (s. 391-402). New York: Springer. https://doi.org/10.1007/978-0-387-46301-8_28
Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics. Selected readings (s. 269-293). Harmondsworth: Penguin.
Hymes, D. (1974). Foundations of sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania.
Chambers, F. (1980). A re-evaluation of needs analysis in ESP. The ESP Journal, 1(1), 25-28. https://doi.org/10.1016/0272-2380(80)90007-4
Cheng, A. (2011). ESP classroom-based research: Basic considerations and future research questions. In D. D. Belcher, A. M. Johns, & B. Paltridge (Eds.), New directions in English for specific purposes research (s. 44-72). Ann Arbor: University of Michigan Press.
Choděra, R. (2006). Didaktika cizích jazyků. Úvod do vědního oboru. Praha: Academia.
Chráska, M. (1999). Didaktické testy. Brno: Paido.
Chráska, M. (2007). Metody pedagogického výzkumu. Základy kvantitativního výzkumu. Praha: Grada.
Ivey, G. (2013). Developing an intervention to increase engaged reading among adolescents. In T. Plomp & N. Nieveen (Eds.), Educational design research. Part A: Illustrative cases (s. 235-251). Enschede: SLO - Netherlands Institute for Curriculum Development.
Jackson, S. L. (2009). Research methods and statistics. A critical thinking approach. Belmont: Wadsworth Cengage Learning.
Jacoby, S., & McNamara, T. F. (1999). Locating competence. English for Specific Purposes, 18(3), 213-241. https://doi.org/10.1016/S0889-4906(97)00053-7
Jafarabadi, M. N. S., et al. (2014). The effect of washback on reading comprehension of medical students in English for specific purposes classes. Future of Medical Education Journal, 4(4), 28-31.
Jan, M., Chee, Y. S., & Tan, E. M. (2011). Reconceptualizing science classroom discourse towards doing science through a game-based learning program. US-China Education Review, 6, 786-796.
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments of research into English as a lingua franca. Language Teaching, 44(3), 281-315. https://doi.org/10.1017/S0261444811000115
Johansson, S. (1978). Some aspects of the vocabulary of learned and scientific English. Gothenburg: Acta Universitatis Gothoburgensis.
Kandil, M., & Belcher, D. D. (2011). ESP and corpus - informed critical discourse analysis: Understanding the power of genres of power. In D. D. Belcher, A. M. Johns, & B. Paltridge (Eds.), New Directions in English for Specific Purposes Research (s. 252-70). Ann Arbor: University of Michigan Press.
Kankaanranta, A., & Planken, B. (2010). BELF competence as business knowledge of internationally operating business professionals. Journal of Business Communication, 47(4), 380-407. https://doi.org/10.1177/0021943610377301
Kavaliauskiené, G., Kamiskiené, L., & Anusiené, L. (2007). Reflective practice: Assessment of assignments in English for specific purposes. Ibérica, 14, 149-166.
Kelly, A. E. (2014). Design-based research in engineering education. In J. Aditya & B. M. Olds (Eds.), Cambridge handbook of engineering education research (s. 497-518). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139013451.032
Kervin, L., & Derewianka, B. (2011). New technologies to support language learning. In B. Tomlinson (Ed.), Materials development in language teaching (s. 228-351). Oxford: Oxford University Press. https://doi.org/10.1017/9781139042789.017
Khoshima, H., & Khosravani, M. (2014). ESP textbooks criteria: A case study of Iranian universities. International Journal on Studies in English Language and Literature, 2(7), 42-49. https://doi.org/10.5539/elt.v7n6p54
Kim, H. D. (2004). Learners' opinions on criteria for ELT materials evaluation. English Teaching, 59(3), 3-28.
Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.
Kline, P. (2000). The handbook of psychological testing. London: Routledge.
Klopfer, E., & Squire, E. (2007). Environmental detectives - the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228. https://doi.org/10.1007/s11423-007-9037-6
Knecht, P. (2006). Hodnoceni učebnic zeměpisu z pohledu žáků 2. stupně základních škol.
In J. Maňák & D. Klapko (Eds.), Učebnice pod lupou (s. 85-96). Brno: Paido.
Knecht, P., & Janík, T. (2008). Učebnice z pohledu pedagogického výzkumu. Brno: Paido.
Krashen, S. (1981). Second language acquisition and second language learning. New York: Pergamon Press Inc.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
Kumaravadivelu, B. (1996). Maximising learning potential in the communicative classroom. In T. Hedge & N. Whitney (Eds.), Power, pedagogy and practice (s. 241-253). Oxford: Oxford University Press.
Lance, C. E., Butts, M. M., & Michels, L. C. (2006). The sources of four commonly reported cutoff criteria. What did they really say? Organizational Research Methods, 9(2), 202-220. https://doi.org/10.1177/1094428105284919
Lansford, L. (2014). Authentic materials in the classroom: The advantages. Cambridge. http://www.cambridge.org/elt/blog/2014/05/authentic-materials-classroom-advantages/
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Larsen-Freeman, D., & Long, M. H. (2014). An introduction to second language acquisition research. London: Longman. https://doi.org/10.4324/9781315835891
Lawrence-Wilkes, L., & Ashmore, L. (2014). The reflective practitioner in professional education. London: Palgrave Macmillan. https://doi.org/10.1057/9781137399595
Lee, W. (1995). Authenticity revisited: Text authenticity and learner authenticity. ELT Journal, 49 (4), 323-328. https://doi.org/10.1093/elt/49.4.323
Lewis, M. (1993). The lexical approach. Hove: Language Teaching.
Lewis, M. (2008). Implementing the lexical approach. Andover: Cengage Learning.
Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford: Oxford University Press.
Liu, G. Z., Liu, Z. H., & Hwang, G. J. (2011). Developing multi-dimensional evaluation criteria for English learning websites with university students and professors. Computers & Education, 56(1), 65-79. https://doi.org/10.1016/j.compedu.2010.08.019
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), s. 126-141. https://doi.org/10.1093/applin/4.2.126
Lowenthal, P. R., & Wilson, B. G. (2010). Labels do matter! A critique of AECT's redefinition of the field. TechTrends, 54(1), 38-46. https://doi.org/10.1007/s11528-009-0362-y
Lung, J. (2014). A blended need analysis. Critical genre analysis and needs analysis of language and communication for professional purposes. In V. Bhatia & S. Bremer (Eds.), The Routledge handbook of language and professional communication (s. 257-273). Abingdon: Routledge.
MacDonald, M. N., Badger, R., & Dasli, M. (2006). Authenticity, culture and language learning. Language and Intercultural Communication, 6(3/4), 250-261. https://doi.org/10.2167/laic252.0
Maley, A., & Duff, A. (1978). Drama techniques. A resource book for communication activities for language teachers. Cambridge: Cambridge University Press.
Malíř, F. (1971). Didaktiky cizích jazyků jako vědní obory. K problematice jejich předmětu. Praha: Academia.
Mašek, L., Šmejkalová, V., & Přikrylová, J. (1987). Angličtina pro strojní inženýrství. Praha: ČVUT.
Mauranen, A. (2006). Signalling and preventing misunderstanding in ELF communication. International Journal of the Sociology of Language, 177, 123-150. https://doi.org/10.1515/IJSL.2006.008
McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT. A teacher's guide. Chichester: Wiley-Blackwell.
McKenney, S., & Reeves, T. (2020). Educational design research: Portraying, conducting, and enhancing productive scholarship. Medical Education, 55(11), 82-92. https://doi.org/10.1111/medu.14280
Mikk, J. (2007). Učebnice: budoucnost národa. In P. Knecht & J. Maňák (Eds.), Hodnocení učebnic (s. 31-39). Brno: Paido.
Mishan, F., & Timmis, I. (2015). Materials development for TESOL. Edinburgh: Edinburgh University Press Ltd. https://doi.org/10.1515/9780748691371
Mol, H., & Tin T. B. (2008). EAP materials in New Zealand and Australia. In B. Tomlinson (Ed.), English language learning materials. A critical review (s. 74-92). London: Continuum.
Nation, I. S. P. (2000). Learning vocabulary in another language. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
Nation, I. S. P. (2005). Teaching vocabulary. Asian EFL Journal, 7(3), 47-54.
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. London: Routledge. https://doi.org/10.4324/9780203891704
Nation, I. S. P., & Wang, K. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12(2), 355-80.
Nesi, H. (2013). ESP and corpus studies. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (s. 407-426). Chichester: John Wiley & Sons, Inc. https://doi.org/10.1002/9781118339855.ch21
Nieveen, N. (2007). Formative evaluation in educational design research. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (s. 89-101). Enschede: SLO - Netherlands Institute for Curriculum Development.
Nieveen, N. (2013). A four-year design research study improving curriculum developers' formative evaluation through an electronic performance support system. In T. Plomp & N. Nieveen (Eds.), Educational design research. Part B: Illustrative cases (s. 1101-1123). Enschede: SLO - Netherlands Institute for Curriculum Development.
Nitsche, C. G. (1992). A teacher and his students examine textbooks. In J. G. Herlihy (Ed.), The Textbook Controversy: Issues, aspects and perspectives (s. 113-120). Norwood: Ablex Publishing Corporation.
Nogová, M. (2008). Hodnotenie kvality učebníc v súlade s novým kurikulom. In P. Knecht & T. Janík (Eds.), Učebnice z pohledu pedagogického výzkumu (s. 37-51). Brno: Paido.
Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New York: Prentice Hall.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667336
Nunnally, J. C. (1978). Psychometric Theory. New York: McGraw-Hill.
Oh, E. G., & Reeves, T. (2013). Collaborative group work in an online authentic learning environment: An educational design research study. In T. Plomp & N. Nieveen (Eds.), Educational design research. Part B: Illustrative cases (s. 991-1012). Enschede: SLO - Netherlands Institute for Curriculum Development.
Ochs, E. (1979). Planned and unplanned discourse in discourse and syntax. Syntax and Semantics, 12, 51-80. https://doi.org/10.1163/9789004368897_004
Ozverir, I., Herrington, J., & Osam, U. V. (2016). Design principles for authentic learning of English as a foreign language. British Journal of Educational Technology, 47(3), 484-493. https://doi.org/10.1111/bjet.12449
Palalas, A., & Anderson, T. (2013). Educational design research: Designing mobile learning interventions for language learners. In T. Plomp & N. Nieveen (Eds.), Educational design research. Part B: Illustrative cases (s. 967-989). Enschede: SLO - Netherlands Institute for Curriculum Development.
Paltridge, B. (2012). Discourse analysis. London: Bloomsbury. https://doi.org/10.5040/9781350934290
Pardo-Ballester, C., & Rodríguez, J. C. (2010). Developing Spanish online readings using design-based research. CALICO Journal, 27(3), 540-553. https://doi.org/10.11139/cj.27.3.540-553
Parkinson, J. (2013). English for science and technology. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (s. 155-173). Chichester: John Wiley & Sons, Inc.
Pearson, I. (1988). Tests as levers for change (or 'putting first things first). In D. Chamberlain & R. J. Baumgardner (Eds.), ESP in the classroom: Practice and evaluation (s. 98-107). Oxford: The British Council.
Pešková, K. (2012). Vizuální prostředky pro výuku reálií v učebnicích němčiny. Brno: Masarykova univerzita. https://doi.org/10.5817/CZ.MUNI.M210-6399-2013
Píša, J. (1997). Kurz angličtiny pro studenty chemie a vědecké aspiranty. Pardubice: Univerzita Pardubice.
Pitzl, M-L. (2009). 'We should not wake up any dogs': Idiom and metaphor in ELF. In A. Mauranen & E. Ranta (Eds.), English as a lingua franca. Studies and findings (s. 298-322). Newcastle upon Tyne: Cambridge Scholars Publishing.
Plomp, T. (2013). Educational design research: An introduction. In T. Plomp & N. Nieveen (Eds.), Educational design research. Part A: An Introduction (s. 11-50). Enschede: SLO - Netherlands Institute for Curriculum Development.
Plomp, T., & Nieveen, N. (Eds.). (2007). An introduction to educational design research. Enschede: SLO - Netherlands Institute for Curriculum Development.
Plomp, T., & Nieveen, N. (Eds.). (2013a). Educational design research. Part A: An Introduction. Enschede: SLO - Netherlands Institute for Curriculum Development.
Plomp, T., & Nieveen, N. (Eds.). (2013b). Educational design research. Part B: Illustrative cases. Enschede: SLO - Netherlands Institute for Curriculum Development.
Porcaro, J. W. (2013). Teaching English for science and technology: An approach for reading with engineering English. English Teaching Forum, 2, 32-39.
Pospíchalová, I. (1991). Angličtina: Intenzivní kurz pro posluchače strojního inženýrství. Brno: Nakladatelství VUT.
Průcha, J. (1998). Učebnice: Teorie a analýzy edukačního média. Příručka pro studenty,
učitele, autory učebnic a výzkumné pracovníky. Brno: Paido.
Rada Evropy. (2001). Společný evropský referenční rámec pro jazyky. Olomouc: Univerzita Palackého v Olomouci.
Reeves, C. (2005). The language of science. London: Routledge. https://doi.org/10.4324/9780203597125
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667220
Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Rinder, J., Geslin, T. S., & Tual, D. (2016). A framework for language and communication in the CDIO syllabus. In J. Rinder (Ed.), Proceedings of the 12th International CDIO Conference (s. 17-32). Turku: Turku University of Applied Sciences. http://www.cdio.org/files/document/cdio2016/72/72_Paper_PDF.pdf
Robinson, P. C. (1991). ESP today: A practitioner's guide. Hemel Hempstead: Prentice Hall International.
Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Columbus: Charles E. Merrill.
Rubdy, R. (2014). Selection of materials. In B. Tomlinson (Ed.), Developing materials for language teaching (s. 37-57). London: Bloomsbury.
Scio. (2014). Teorie a metodika testů. https://www.scio.cz/o-vzdelavani/teorie-a-metodika-testu/
Scrivener, J. (2005). Learning teaching. A guidebook for English language teachers. Oxford: Macmillan.
Seliger, H. W. (1979). On the nature and function of language rules in language teaching. TESOL Quarterly, 13(3), 359-69. https://doi.org/10.2307/3585883
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10(3), s. 209-231. https://doi.org/10.1515/iral.1972.10.1-4.209
Sharwood-Smith, M. (1981). Consciousness raising and the second language learner. Applied Linguistics, 2(2): 159-69. https://doi.org/10.1093/applin/2.2.159
Sheerin, S. (1989). Self-access. Oxford: Oxford University Press.
Shi, L. (2009). English for medical purposes. In D. D. Belcher (Ed.), English for specific purposes in theory and practice (s. 205-228). Ann Arbor: University of Michigan Press.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-21. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Schindler, R., et al. (2006). Rukověť autora testových úloh. Praha: Centrum pro zjišťování výsledků vzdělávání.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey‐Bass Publishers.
Schüllerová, S. (2014). Odborná angličtina pro studenty Farmaceutické fakulty VFU. Brno: Farmaceutická fakulta VFU.
Sikorová, Z. (2007a). Hodnocení a výběr učebnic v praxi. Ostrava: Ostravská univerzita.
Sikorová, Z. (2007b). Návrh seznamu hodnotících kritérií pro učebnice základních a středních škol. In P. Knecht & J. Maňák (Eds.), Hodnocení učebnic (s. 31-39). Brno: Paido.
Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1-14. https://doi.org/10.1017/S026144480200188X
Slavík, J., Janík, T., Najvar, P., & Knecht, P. (2017). Transdisciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno: Masarykova univerzita. https://doi.org/10.5817/CZ.MUNI.M210-8569-2017
Spada, N., & Lightbown, P. (1999). Instruction, first language influence, and developmental readiness in second language acquisition. Modern Language Journal, 83, 1-22. https://doi.org/10.1111/0026-7902.00002
Strevens, P. (1973). Technical, technological, and scientific English. ELT Journal, 27, 223-234. https://doi.org/10.1093/elt/XXVII.3.223
Sullivan, P., & Girginer, H. (2002). The use of discourse analysis to enhance ESP teacher knowledge: an example using aviation English. English for specific purposes, 21(4), 397-404. https://doi.org/10.1016/S0889-4906(01)00042-4
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition (s. 235-253). Rowley: Newbury House.
Swales, J. (1971). Writing scientific English: A textbook of English as a foreign language for students of physical and engineering sciences. London: Nelson.
Swales, J. (1980). ESP: The textbook problem. The ESP Journal, 1(1), 11-23. https://doi.org/10.1016/0272-2380(80)90006-2
Swales, J. (1990). Genre analysis. English in academic settings. Cambridge: Cambridge University Press.
Štemberger, T., & Cencič, M. (2014). Design-based research in an educational context. Journal of Contemporary Educational Studies, 1, 62-72.
Thomas, M. K., Barab, S. A., & Tüzün, H. (2009). Developing critical implementations of technology-rich innovations: A cross-case study of the implementation of Quest Atlantis. Journal of Educational Computing Research, 41(2), 125-153. https://doi.org/10.2190/EC.41.2.a
Thornbury, S. (1999). How to teach grammar. Harlow: Pearson.
Thornbury, S. (2002). How to teach vocabulary. Harlow: Pearson.
Thornbury, S. (2005). How to teach speaking. Harlow: Pearson.
Timmis, I. (2014). Writing materials for publication: Questions raised and lessons learned. In N. Harwood (Ed.), English language teaching textbooks. Content, production, consumption (s. 241-161). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137276285_8
Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood (Ed.), English language teaching materials. Theory and practice (s. 81-108). Cambridge: Cambridge University Press.
Tomlinson, B. (Ed.). (2011). Materials development in language teaching. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781139042789
Tomlinson, B., & Masuhara, H. (2008). Materials used in the U.K. In B. Tomlinson (Ed.), English language learning materials. A critical review (s. 159-178). London: Continuum.
Trna, J. (2011). Konstrukční výzkum v přírodovědných praktikách. Scientia in Educatione,
2(1), 3-14.
Ur, P. (1996). A course in language teaching. Practice and theory. Cambridge: Cambridge University Press.
Van den Akker, J. (1999). Principles and methods of development research. In J. Van den Akker, R. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (s. 1-15). Dordrecht: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-011-4255-7_1
Van der Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Educational design research. Abingdon: Routledge. https://doi.org/10.4324/9780203088364
Vavríková, D., Gallová, S., & Pažická, K. (2010). English in electrical engineering for students of the University of Žilina. Žilina: Vydavateľstvo Žilinskej univerzity.
Velazquez, A. C., & Redmond, M. L. (2007). The use of authentic texts in the K-12 Spanish Program. In L. P. McCoy (Ed.), Studies in teaching 2007 research digest. Research projects presented at annual research forum (s. 133-38). Winston-Salem: Wake Forest University.
Vičič, P. (2011). Preparing materials for ESP teaching. Inter Alia, 2, 107-120.
Wademan, M. R. (2005). Utilizing development research to guide People Capability Maturity Model adoption considerations [Disertační práce]. Syracuse: Syracuse University.
Weir, C. J. (2005). Language testing and validation. An evidence-based approach. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230514577
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.
Widdowson, H. G. (1998). Context, community and authentic language. TESOL Quarterly, 32(4), 705-16. https://doi.org/10.2307/3588001
Widdowson, H. G. (2007). Discourse analysis. Oxford: Oxford University Press.
Wright, A. (1976). Visual materials for the language teacher. Harlow: Longman.
Wright, A. (1989). Pictures for language learning. Cambridge: Cambridge University Press.
Wright, A., & Haleem, S. (1991). Visuals for the language classroom. Harlow: Longman.
Wright, D. R. (1983). Why not ask the pupils? Multicultural Teaching, 2(1), 31-32.
Wright, D. R. (1990). The role of pupils in textbook evaluation. Internationale Schulbuchforschung, 12(4), 445-454.