| Abstract [eng] |
The paper contains theoretical analysis of the communicative competence conception and the competence of speaking and listening expression of pupils with special needs in secondary school. The hypothesis is that training of speaking and listening competences gets less attention than reading and writing competences in secondary schools. The paper includes an interview, the purpose of which is to reveal the information about real situation on training speaking and listening competences of pupils with special needs and to reveal factors and conditions in training successful speaking and listening competences in secondary schools. The method of questionnairing seeks to identify teachers‘ attitude towards the importance of training speaking and listening competences of pupils with special needs. It also aims to reveal priorities of language training, to analyse applied teaching methods and means of ICT in organising activities and conditions for accomplishment in aspects of teachers‘ place of living, work experience, profession, category of qualification, pupils‘ age. The research also provides the method of content analysis, the aim of which is to analyse difficulties and proposals how to overcome them while training speaking and listening competences, which were specified by the teachers. Qualitative data analysis is given. 302 persons were involved into the research: 296 respondents took part in questionnairing, 6 informants of three objective groups participated in half structured interview. Empiric part of the paper analyses information on expression of speaking and listening competences of pupils with special needs and successful training conditions aplying different methods of teaching and ICT. The most important conclusions of the empiric research are: 1. The qualitative analysis shows that teachers look for different work forms and ways, try to make optimal education conditions for training children‘s with special needs speaking and listening competences. 2. The method of questionnairing shows, that teachers for taining speking and listening competences mostly apply active and methods and ways of teaching an selfeducation. 3. Open questions of the questionnaire of content analysis research show, that while training speaking and listening competences, difficulties mostly arise because of pupils‘ teaching and selfeducation difficulties, not efficient managment in the educational system, parents‘ passive involvment into the process of teaching and selfeducation, not effective team work, lack of teachers‘ competence. These difficulties, in opinion of the respondents, would be possible to solve by optimizing the process of teaching and selfeducation, cooperating with pupils‘ parents, raising teachers‘ competence. 4. The hypothesis is approved: training speaking and listening competences gets less attention than reading and writing competences in secondary schools. |
