Lucie Betakova | University of South Bohemia (original) (raw)
Lucie Betáková is a teacher trainer and Head of Department of English Studies at the Faculty of Education, University of South Bohemia in České Budějovice, Czech Republic. She teaches ELT methodology in MA courses. Classroom interaction in ELT belongs among her major professional interests.
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Books by Lucie Betakova
Discourse and Interaction in English Language Teaching, 2010
The aim of this book is to analyze classroom discourse, with emphasis on the interaction between... more The aim of this book is to analyze classroom discourse, with emphasis on the interaction between the teacher and his/her pupils in English language classes in an EFL situation . The research was carried out in lower secondary schools in the Czech Republic with three types of teachers: native speakers of English, non-native speaker teachers with good language proficiency and fully qualified to teach English, and teachers with lower proficiency and improper qualifications. One of the aims was to find out whether their mother tongue, language proficiency and pedagogic skills could influence the way they interacted in the classroom. The book pays special attention to the types of questions the teachers ask in the classroom, to the the type of feedback they give their learners, and also examines how these two processes could be used most effectively in order to support natural communication in the classroom.
Papers by Lucie Betakova
Journal on Efficiency and Responsibility in Education and Science, 2013
Integration of information and communication technology into other than Information Technology su... more Integration of information and communication technology into other than Information Technology subjects taught at schools of all levels in the Czech Republic has become of great importance. As schools are equipped with information and communication technology (ICT) much better than ever before researchers have focused on the way they are used in the classes. Development of technology is fast and not all teachers from schools have undergone education on how to integrate technology into the teaching process. These are the reasons why it is necessary to find a system for training teachers in this field. We provided such a training course for secondary school English teachers. This article brings information about the impact of this course on one model teacher's lessons. A questionnaire, which was specially developed for the purpose of evaluating technological pedagogical content knowledge (TPACK), is introduced in this article. It assesses the TPACK development perceived by the teacher. We describe in detail how the new knowledge and skills reflect in her teaching. The results are demonstrated on the Technological pedagogical content knowledge framework.
At the beginning of my contribution I would like to say that I have been supervising student-teac... more At the beginning of my contribution I would like to say that I have been supervising student-teachers (or trainees) at their teaching practice for about 10 years. Over the years I have developed a feeling or rather a belief that teaching practice
International Journal of Innovation and Research in Educational Sciences, 2019
In this article, we would like to have a look at how good quality feedback of the teacher in the ... more In this article, we would like to have a look at how good quality feedback of the teacher in the foreign language classroom promotes communication in the classroom, improves the quality of interaction between the teacher and the learners and among the learners themselves. This leads to the development of the communicative competence on the part of the learners and thus plays a vital role in their language acquisition.
Discourse and Interaction in English Language Teaching, 2010
The aim of this book is to analyze classroom discourse, with emphasis on the interaction between... more The aim of this book is to analyze classroom discourse, with emphasis on the interaction between the teacher and his/her pupils in English language classes in an EFL situation . The research was carried out in lower secondary schools in the Czech Republic with three types of teachers: native speakers of English, non-native speaker teachers with good language proficiency and fully qualified to teach English, and teachers with lower proficiency and improper qualifications. One of the aims was to find out whether their mother tongue, language proficiency and pedagogic skills could influence the way they interacted in the classroom. The book pays special attention to the types of questions the teachers ask in the classroom, to the the type of feedback they give their learners, and also examines how these two processes could be used most effectively in order to support natural communication in the classroom.
Journal on Efficiency and Responsibility in Education and Science, 2013
Integration of information and communication technology into other than Information Technology su... more Integration of information and communication technology into other than Information Technology subjects taught at schools of all levels in the Czech Republic has become of great importance. As schools are equipped with information and communication technology (ICT) much better than ever before researchers have focused on the way they are used in the classes. Development of technology is fast and not all teachers from schools have undergone education on how to integrate technology into the teaching process. These are the reasons why it is necessary to find a system for training teachers in this field. We provided such a training course for secondary school English teachers. This article brings information about the impact of this course on one model teacher's lessons. A questionnaire, which was specially developed for the purpose of evaluating technological pedagogical content knowledge (TPACK), is introduced in this article. It assesses the TPACK development perceived by the teacher. We describe in detail how the new knowledge and skills reflect in her teaching. The results are demonstrated on the Technological pedagogical content knowledge framework.
At the beginning of my contribution I would like to say that I have been supervising student-teac... more At the beginning of my contribution I would like to say that I have been supervising student-teachers (or trainees) at their teaching practice for about 10 years. Over the years I have developed a feeling or rather a belief that teaching practice
International Journal of Innovation and Research in Educational Sciences, 2019
In this article, we would like to have a look at how good quality feedback of the teacher in the ... more In this article, we would like to have a look at how good quality feedback of the teacher in the foreign language classroom promotes communication in the classroom, improves the quality of interaction between the teacher and the learners and among the learners themselves. This leads to the development of the communicative competence on the part of the learners and thus plays a vital role in their language acquisition.