Page 44 - Compétences plurilingues : perspectives et actions / Plurilingual competencies: perspectives and actions

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V. De Azevedo Camacho, M. Cervenkova, M. Seveckova: Motivation, ...
Didactic project
Description of the project

The project was part of the compulsory second foreign language course at the B1+/B2 level
taught by the teachers of the University Language Centre and was offered to master’s stu-
dents at the Faculty of Economics and Administration during the 2022 spring semester.
This language is the students’ second foreign language after English and is taught as a for-
eign language for speci ic purposes. The duration of the course is 100 minutes per week
for 12 weeks. All students of the courses participated in the project – 24 students of Rus-
sian, 24 students of Spanish and 15 students of French, resulting in a research sample of 63
students.

Schedule of tasks:
Week 1: Questionnaire I (Appendix No. 1)
Week 2–4: Watch 3 videos from the menu, compare the 3 videos in writing (form, content,
use of subtitles, contribution of the video, personality of the YouTuber, usefulness of the
video)
Week 5–8: Upload videos, create subtitles in teams

Week 9: Create a glossary
Week 10: Peer viewing of selected videos, peer review
Week 11–12: Classroom evaluation, language teaching assistant evaluation, Questionnaire
II (Appendix No. 2) and self-re lection
Description of tasks:
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In the 2 –4 weeks of the semester, each teacher offered students a list of YouTube videos,
from which students chose three and then brie ly re lected on them in writing according to
a given prompt (Appendix No. 3).
Starting in the 4th week, the students prepared a video on a given topic in pairs in two differ-
ent languages (i.e. French–Russian, French–Spanish, Spanish–Russian). They also received
basic instructions on the content and preparation of the video (Appendix No. 4), as well as
tips on technical processing (Appendix No. 5).
In the ninth week, student pairs created a glossary of 20 expressions or phrases used in
their video with the equivalents in Czech and in the two other languages used (e.g. di-
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recteur (French), director (Spanish), reditel (Czech)). 50% of the words had to be profes-
sionally oriented (speci ic vocabulary of communication that is appropriate and expected
in a professional-business environment).
In weeks 10–12, students had the opportunity to watch and comment on each other’s
videos, which were also evaluated by teaching assistants (native speakers who are partici-
pating in the Erasmus study placement).

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