Irregular Verbs Teaching Methodology

Mgr. Andrea Tesařová, DiS.

Bachelor's thesis

Abstract:

Tato závěrečná práce odhaluje pět základních nedostatků běžně aplikované metodiky výuky nepravidelných sloves a tři závady učebnice New Headway Elementary English Course, a nabízí systém přiměřených řešení. Tento systém, který vychází z pilířů modelu ESA, tak jak jej prezentuje Jeremy Harmer, vykazuje četné klady oproti jediné nevýhodě: jeho přípravná fáze je časově náročná.

Abstract:

This thesis reveals five principal drawbacks of the commonly applied irregular verbs teaching methodology and three flaws of New Headway Elementary English Course, providing a system of adequate solutions to all of them. The system, which proceeds from the pillars of the ESA model, as presented by Jeremy Harmer, proves to have numerous assets compared to the only drawback: its preparation phase is rather time-consuming.

Keywords

Irregular verbs, Jeremy Harmer, the ESA model (Engage, Study, Activate), the PPP model (Presentation, Practice, Production), unfamiliarity with infinitives, witless memorizing, drilling, monotonous exercises, infinitives matching and grouping, irregular verbs categorization, story-making, past and past-participle forms recognizing, adult learners, self-concept, experience, readiness to learn, orientation to learning, motivation.

Language used: English

Date on which the thesis was submitted / produced: 26. 6. 2009

Thesis defence

• Date of defence: 8. 9. 2009
• Supervisor: PhDr. Kateřina Tomková, Ph.D.

Masaryk University

Faculty of Arts

Bachelor programme / field:
Philology / English Language and Literature