Výzkum v didaktice cizích jazyků V

Kapitola

Abstrakt

Následující text nabízí vymezení pojmu model problémově orientované výuky, mapuje cestu tohoto konceptu do výuky jazyků a uvádí přehled výzkumných studií zaměřených na problémově orientovanou výuku jazyků.

Klíčová slova

problémově orientovaná výuka, problémově orientovaná výuka jazyků, přehledová studie


Reference

Abdullah, M. H. (1998). Problem-based learning in language instruction: A constructivist model. Eric Digest. ERIC Clearinghouse on Reading, English, and Communication. Bloomington: Indiana University. Dostupné z https://eric.ed.gov/?id=ED423550

Aebli, H. (1983). Zwölf Grundformen des Lehrens: Eine allgemeine Didaktik auf psychologischer Grundlage: Medien und Inhalte didaktischer Kommunikation, der Lernzyklus (15. Auflage). Stuttgart: Klett-Cotta.

Aliyu, M. M. (2020). Exploring the nature of undergraduates’ peer collaboration in a PBL writing process. IJOLE-INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION, 4(2), 11–23. https://doi.org/10.26858/ijole.v4i2.8406

Ansarian, L., Adlipour, A. A., Saber, M. A., & Shafiei, E. (2016). The impact of problem-based learning on Iranian EFL learners’ speaking proficiency. Advances in Language and Literary Studies, 7(3), 84–94. https://doi.org/10.7575/aiac.alls.v.7n.3p.84

Ansarian, L., & Mohammadi, F. S. (2018). Problem-based learning in action: Review of empirical studies. Pertanika Journal of Social Sciences and Humanities, 26, 13–32.

Ansarian, L., & Teoh, M. L. (2018). Problem-based language learning and teaching: An innovative approach to learn a new language. Singapore: Springer Singapore. https://doi.org/10.1007/978-981-13-0941-0

Baresh, E. F., Ali, S. M., & Darmi, R. (2019). Using hybrid problem-based learning (HPBL) approach to enhance Libyan EFL students’ engagement with English language. International Journal of Education and Literacy Studies, 7(2), 9–20. https://doi.org/10.7575/aiac.ijels.v.7n.2p.9

Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. New York: Springer Publishing.

Bausch, K.-R., Krumm, H.-J., Burwitz-Melzer, E., & Mehlhorn, G. (2016). Handbuch Fremdsprachenunterricht. Stuttgart: UTB. https://doi.org/10.36198/9783838586557

Becker, F. G., Friske, V., Meurer, C., Ostrowski, Y., Piezonka, S., & Werning, E. (2010). Einsatz des Problemorientierten Lernens in der betriebswirtschaftlichen Hochschullehre. WiSt - Wirtschaftswissenschaftliches Studium, 39(8), 366–371. https://doi.org/10.15358/0340-1650-2010-8-366

Češková, T., & Knecht, P. (2017). Analýza problémově orientovaných výukových situací ve výuce přírodovědy. ORBIS SCHOLAE, 2016(2), 93–115. https://doi.org/10.14712/23363177.2017.4

Dawilai, S., Champakaew, W., & Kamyod, C. (2017). Effectiveness comparison between the problem-based blended learning and traditional learning method: A case study of creative writing in English of the undergraduate students at Chiang Rai Rajabhat University, Thailand. 2017 14th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON), Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON), 834–837. https://doi.org/10.1109/ECTICon.2017.8096368

Dawilai, S., Kamyod, C., & Prasad, R. (2021). Effectiveness comparison of the traditional problem-based learning and the proposed problem-based blended learning creative writing: A case study in Thailand. Wireless Personal Communications, 118(3), 1853–1867. https://doi.org/10.1007/s11277-019-06638-x

Ding, X. (2016). The effect of WeChat-assisted problem-based learning on the critical thinking disposition of EFL Learners. International Journal of Emerging Technologies in Learning, 11(12), 23–29. https://doi.org/10.3991/ijet.v11i12.5927

Evensen, D. H., & Hmelo-Silver, C. E. (Ed.). (2000). Problem-based learning: A research perspective on learning interactions. Mahwah.: Routledge. https://doi.org/10.4324/9781410604989

Ghufron, M. A., & Ermawati, S. (2018). The strengths and weaknesses of cooperative learning and problem-based learning in EFL writing class: Teachers’ and students’ perspectives. International Journal of Instruction, 11(4), 657–672. https://doi.org/10.12973/iji.2018.11441a

Grecmanová, H., Urbanovský, E., & Novotný, P. (2000). Podporujeme aktivní myšlení a samostatné učení žáků. Hanex : Nadace Jana Husa.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 15(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

Hmelo-Silver, C. E. (2012). International perspectives on problem-based learning: Contexts, cultures, challenges, and adaptations. Interdisciplinary Journal of Problem-based Learning, 6(1), 10–15. https://doi.org/10.7771/1541-5015.1310

Huang, K. (2012). A study on the incorporation of problem-based learning (PBL) in a university freshman English class. The Journal of International Management Studies, 7(2), 125–134.

Hung, W. (2006). The 3C3R Model: A conceptual framework for designing problems in PBL. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1006

Jaleniauskiene, E. (2016). Revitalizing foreign language learning in higher education using a PBL curriculum. Procedia - Social and Behavioral Sciences, 232, 265–275. https://doi.org/10.1016/j.sbspro.2016.10.014

Jankovcová, M., Průcha, J., & Koudela, J. (1989). Aktivizující metody v pedagogické praxi středních škol. Praha: Státní pedagogické nakladatelství.

Jůva, V. (1987). Vývoj pedagogického myšlení. Brno: Univerzita J. E. Purkyně.

Klauser, F. (1998). Problem-based learning. Ein curricularer und didaktisch-methodischer Ansatz zur innovativen Gestaltung der kaufmännischen Ausbildung. Zeitschrift für Erziehungswissenschaft, 2(1), 273–293. https://doi.org/10.25656/01:4506

Krasulia, A. V. (2017). Blended learning: Advantages and disadvantages in the EFL Classroom. Dostupné z https://essuir.sumdu.edu.ua/handle/123456789/67256

Larsoon, J. (2001). Problem-based learning: A possible approach to language education?. Krakov: Jagiellonian University. Dostupné z https://masurimasooded770.files.wordpress.com/2014/03/pbl-in-lang-courses.pdf

Lin, L.-F. (2017). Impacts of the problem-based learning pedagogy on English learners’ reading comprehension, strategy use, and active learning attitudes. Journal of Education and Training Studies, 5(6), 109–125. https://doi.org/10.11114/jets.v5i6.2320

Maňák, J., & Švec, V. (2003). Výukové metody. Brno. Paido.

Mathews-Aydinli, J. (2007). Problem-based learning and adult English language learners. CAELA. Center for Adult English Language Acquisition. ESL Resources. Dostupné z https://www.cal.org/caela/esl_resources/briefs/problembased.html

Mohammadi, F. S. (2017). The effect of authentic problem-based vocabulary tasks on vocabulary learning of EFL learners. International Journal of Education and Literacy Studies, 5(3), 35–40. http://dx.doi.org/10.7575//aiac.ijels.v.5n.3p.35

Portmann-Tselikas, P. R. (2001). Aufgaben statt Fragen. Sprachenlernen im Unterricht und die Ausbildung von Fertigkeiten. Fremdsprache Deutsch, 24, 13–18.

Průcha, J., Walterová, E., & Mareš, J. (2009). Pedagogický slovník. Portál.

Reusser, K. (2005). Problemorientiertes Lernen.–Tiefenstruktur, Gestaltungsformen, Wirkung. Beiträge zur Lehrerinnen- und Lehrerbildung, 2005(23), 159–182.

Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31–38.

Sutrisna, G., & Artini, L. P. (2020). Does problem-based learning affect students’ spea­king skill and attitude toward ELL? RETORIKA: Jurnal Ilmu Bahasa, 6(2), 131–138. https://doi.org/10.22225/jr.6.2.2315.131-138

Tang, S., Long, M., Tong, F., Wang, Z., Zhang, H., & Sutton-Jones, K. L. (2020). A com­parative study of problem-based learning and traditional approaches in college English classrooms: Analyzing pedagogical behaviors via classroom observati­on. Behavioral Sciences, 10(6, 105), 1–21. https://doi.org/10.3390/bs10060105

Thonhauser, I. (2010). Was ist neu an den Aufgaben im aufgabenorientierten Fre­mdsprachenunterricht?Einige Überlegungen und Beobachtungen. Babylonia, 2010(3), 8–16.

Wicke, R. E. (1995). Handeln und sprechen im Deutschunterricht. Verl. für Deutsch.

Xian, H., & Madhavan, K. (2013). Building on and honoring forty years of PBL scho­larship from Howard Barrows: A scientometric, large-scale data, and visualiza­tion-based analysis. Interdisciplinary Journal of Problem-Based Learning, 7(1). https://doi.org/10.7771/1541-5015.1325

Zhou, Z. (2018). An empirical study on the influence of PBL teaching model on college students’ critical thinking ability. English Language Teaching, 11, 15. https://doi.org/10.5539/elt.v11n4p15