ORIGINAL_ARTICLEThe students of bachelor’s degree programmes at the Faculty of Economics of the University of West Bohemia in Pilsen have the opportunity to broaden their knowledge and skills acquired in specialized subjects through additional specialized courses taught in German. The language courses in question aim to prepare students adequately for their professional career as well as to provide them with practical competences. This paper focuses on the students’ participation in creating the support materials in the German for Banking course. The graphics online tool called Canva was chosen to present the students’ projects. The individual students’ presentations were created in the form of interactive videos using EdPuzzle, another online tool. The popularity of online tools was also verified using a questionnaire.https://acc-ern.tul.cz/archiv/PDF/ACC_2021_3_01.pdf2021-12-3171510.15240/tul/004/2021-3-001BankingOnline toolsCanvaEdPuzzleQuestionnaireBlankaBlažkováblazkovb@ujp.zcu.cz1Západočeská univerzita v Plzni, Ústav jazykové přípravy, Oddělení německého jazykaAUTHOREvaKahounovákahounov@ujp.zcu.cz2Západočeská univerzita v Plzni, Ústav jazykové přípravy, Oddělení německého jazykaAUTHORBABĚRADOVÁ, H.: Fachsprache Deutsch – Finanzen: Kommunikation rund ums Geld. Klett, Praha, 2006. ISBN 80-86906-56-6.1TRUNEČEK, J.: Aplikace pro zvýšení interakce (nejen) při distančním vzdělávání dospělých (2. díl). Andragogika v praxi. [online]. 2021, ročník 8, číslo 26. ISSN 2336- 5145 (Print). ISSN 2694-9490 Available from WWW: https://www.aivd.cz/soubordoc5554/2OKCDV ZČU: Chci tvořit interaktivní prvky. [online]. 2020. [navštíveno 2021-10-26]. Dostupné z WWW: https://czv.zcu.cz/zajisteni-distancni-vyuky/chci-tvorit-interaktivniprvky/3OKCDV ZČU: EdPuzzle. [online]. 2020. [navštíveno 2021-10-26]. Dostupné z WWW: https://czv.zcu.cz/zajisteni-distancni-vyuky/chci-tvorit-interaktivni-prvky/edpuzzle/4GURU VE ŠKOLE: Canva. [online]. 2021. [navštíveno 2021-10-26]. Dostupné z WWW: https://www.guruveskole.cz/canva/5

ORIGINAL_ARTICLEThe article summarizes a qualitative and quantitative analysis of the results of a questionnaire survey that took place at the Faculty of Economics, Technical University of Liberec in May 2021. The exceptional situation that occurred during the coronavirus pandemic forced all academic personnel to transfer their teaching to online platforms. Obviously, such a shift caused changes not only in the nature of teaching and syllabi but also in communication with students as well as the relations between students and academic workers. The main goal of this research was to find out how—or whether—the teachers modified their syllabi, or course plans, and adapted them to teaching in the online environment, and to what extent. The questionnaire further examined the teachers’ views on online teaching, its negative and positive aspects, and the tools that the academic workers have used most or least in online teaching. The research results primarily map the current situation at the Faculty of Economics and bring a reflection concerning other possibilities that online teaching offers and, of course, concerning also its pitfalls.https://acc-ern.tul.cz/archiv/PDF/ACC_2021_3_02.pdf2021-12-31162310.15240/tul/004/2021-3-002Academic workersQuestionnaire surveyQuantitative and qualitative analysisSyllabus modificationsOnline teachingPandemicŠárkaHastrdlovásarka.hastrdlova@tul.cz1Technical University of Liberec, Faculty of Economics, Department of Foreign LanguagesAUTHORUNESCO: Education: From Disruption to Recovery. [online]. 2020. [accessed 2021-08- 04]. Available from WWW: https://en.unesco.org/covid19/educationresponse/1BROWN, P. My virtual classroom. English Teaching Professional. May 2021, Issue 134, pp. 8–10. ISSN 1362-5276.2SELVARAJ, A.; VISHNU, R.; NITHIN, K. A.; BENSON, N.; MATHEW, A. J.: Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development310.1016/j.ijedudev.2021.102444HORTON, W.: E-learning by design. Pfeiffer San Francisco. 2006. ISBN13: 978- 0787984250.4PALMER, M. S.; BACH. D. J.; STREIFER, A. C.: Measuring the Promise: A Learning-Focused Syllabus Rubric. To Improve the Academy: A Journal of Educational Development. 2014, Vol. 33, Issue 1, pp. 14–36510.1002/tia2.20004KLIMEŠ, L.: Slovník cizích slov. [The Dictionary of Foreign Words]. SPN, 2010. ISBN 978-80-7235-446-7.6BAZYAR, Z.; DASTPAK, M.; TAGHINEZHAD, A.: Syllabus Design and Needs Analysis of Students in Educational System. Advances in Language and Literary Studies. 2015, Vol. 6, Issue 4. ISSN 2203-47147

ORIGINAL_ARTICLEThe paper summarizes the results of previous research on educational needs of German students at universities of economics in the Czech Republic. The new textbook of German corporate communication entitled “Jobchance Deutsch”, intended for intermediate B1 students, is based on this research. The texts it contains encourage studets to express their opinion concerning controversial topics. Grammatical phenomena are selected with regard to their frequency in professional communication. The most comprehensive section of the textbook—the exercises section—contains exercises designed for pairwork, collocation ones or lexical and phonetic ones as well as those meant to make develop students’ written expression and many others.https://acc-ern.tul.cz/archiv/PDF/ACC_2021_3_03.pdf2021-12-31242910.15240/tul/004/2021-3-003Communication skillsCurrent demands of labour marketBusiness communicationGerman textbookVěraHöppnerováhopp@vse.cz1Vysoká škola ekonomická v Praze, Fakulta mezinárodních vztahů, Katedra němčinyAUTHORBURGEROVÁ, E.: Analýza syntaktických chyb v písemných projevech středoškoláků. Fakulta pedagogická Západočeské univerzity v Plzni, katedra němčiny, Plzeň, 2020.1Franz Josef Hausmann. In: Wikipedia. [encyclopedia online]. Wikimedia Foundation Inc. Diese Seite wurde zuletzt am 27. Oktober 2021 um 15:23 Uhr bearbeitet. Available from WWW: https://de.wikipedia.org/wiki/Franz_Josef_Hausmann2HÖPPNEROVÁ, V.: Požadavky hospodářské praxe na jazykové dovednosti. Cizí jazyky. 1996/97, ročník 40, č. 5-6, s. 86–88.3JEŘÁBKOVÁ, P.: Kurikulum odborné němčiny na vysoké škole odborného zaměření – teorie a praxe. Disertační práce, Vysoká škola ekonomická v Praze, Fakulta financí a účetnictví, Katedra didaktiky ekonomických předmětů, Praha, 20164JEŘÁBKOVÁ, P.; HÖPPNEROVÁ, V.: Inovace výuky hospodářské němčiny na základě potřeb hospodářské praxe. Interní grant VŠE pro rok 2019, Vysoká škola ekonomická v Praze.5POTOCKÝ, T.: Vzdělávací standard pro profesně zaměřenou výuku německého jazyka na vysokých školách s ekonomickou profilací. Disertační práce, 2013. Available from WWW: https://dspace.cuni.cz/handle/20.500.11956/52944?show=full6

ORIGINAL_ARTICLEThis paper analyses German surnames from the point of view of their motivation and classification into respective semantic-motivational types. The analysis is based on a corpus of data compiled at the beginning of the 21st century from archive records of surnames of inhabitants of the towns of Prachatice, Volary, Vimperk and Kašperské Hory. All of these towns are situated close to the German border and, until the mid-1940s, had predominantly German populations. The final section of the paper identifies the most frequent semantic-motivational types of German surnames currently used by Czechs in the area explored. The paper also explains the etymology and motivation of these surnames in relation to the history of the region and to ethnic groups inhabiting the area since the Middle Ages.https://acc-ern.tul.cz/archiv/PDF/ACC_2021_3_04.pdf2021-12-31303910.15240/tul/004/2021-3-004German surnamesSemantic-motivational typesSouth-Bohemian borderlandEarly 21st centuryAlenaJaklovájaklova@ff.jcu.cz1Jihočeská univerzita v Českých Budějovicích, Filozofická fakulta, Ústav česko-německých areálových studií a germanistikyAUTHORMICKO, MICKO, H.: Die Mundart von Wadetstift im Böhmerwald..Lautlehre, Reichenberg. 1930.1KUBITSCHEK, R.: Die Mundarten des Böhmerwaldes. Nakladatelství neuvedeno, Plzeň, 1927.2BENEŠ, J.: Německá příjmení u Čechů. I. a II. díl. Rejstříky zpracovala Marie Nováková. Univerzita J. E. Purkyně v Ústí nad Labem, Ústí nad Labem, 1/1998, 2/1998. ISBN 80-7044-212-3.3SCHWARZ, E.: Jazyk německý na území ČSR. In: Československá vlastivěda. Díl III. Jazyk. „Sfinx“- B. Janda, Praha, 1934.4JAKLOVÁ, A.: Jazyková situace v příhraniční oblasti jižních Čech. In: Jaklová, A.; Harnisch, R. (eds.), Od tradice k budoucnosti. Jazykově-literární dědictví Východního Bavorska a jižních Čech jako fokus univerzitní spolupráce. Nakladatelství ARSCI, Praha, 2019, s. 13–68. ISBN 978-80-7420-057-1.5NEWERKLA, S. M.: Areály jazykového kontaktu ve střední Evropě a německo-český mikroareál ve východním Rakousku. Slovo a slovesnost. 2007, Vol. 68, s. 271–286.6KNAPPOVÁ, M.: O systému příjmení užívaných v českých zemích. In: Hasil, J. (ed.), Přednášky z 37. a 38. běhu LŠSS. Univerzita Karlova, Praha, 1995, s. 95–102.7KNAPPOVÁ, M.: Naše a cizí příjmení v současné češtině. AZ KORT, Liberec, 2008. ISBN 80-238-8173-6.8MOLDANOVÁ, Dobrava. Naše příjmení. Agentura Praha, Pankrác, 2015. ISBN 978- 80-86781-26-6.9MATÚŠOVÁ, J.: Německá vlastní jména v češtině. Nakladatelství Lidové noviny, Praha, 2015. ISBN 978-80-7422-369-3.10SCHWARZ, E.: Sudetendeutsche Familiennamen aus vorhussitischer Zeit (Ost Mitteleuropa in Vergangenheit und Gegenwart 3). Böhlau, Köln, 1957.11KOHLHEIMOVÁ, R.; KOHLHEIM, V.: DUDEN: Lexikon der Familiennamen. Herkunft und Bedeutung von 20 000 Nachnamen. Bibliographisches Institut – F. A. Brockhaus AG, Mannheim, 2005. ISBN 3-411-70852-2.12GOTTSCHALD, M.: Deutsche Namenkunde. Mit einer Einführung in die Familienkunde von Rudolf Schützeichel. 6., durchgesehene und bibliographisch aktualisierte Auflage. Walter de Gruyter, Berlin-New York, 2006. ISBN 3-11-018032-4.13HORNUNG, M.: Lexikon österreichischer Familiennamen. Verlag Niederösterreichisches Pressehaus, St. Pölten – Wien, 1989. ISBN 3-85326-854-4.14KUNZE, K.: dtv-Atlas Namenkunde: Vor- und Familiennamen im deutschen Sprachgebiet. Deutscher Taschenbuch Verlag, München, 1998. ISBN 3-423-03234-0.15KLAUSMANN, H.: Atlas der Familiennamen von Bayern. Jan Thorbecke Verlag der Schwabenverlag AG, Ostfildern, 2009. ISBN 978-3-7995-0225-2.16JAKLOVÁ, A.: Voroplavba a vorařský slang v jižních Čechách. In: Jaklová, A. et al. (eds.), Jazyk a řeč jihočeského regionu III. Pedagogická fakulta JU, České Budějovice, 1994, s. 49–70.17EDEROVÁ, M.: Příjmení německého původu v Českých Budějovicích ve 20. století. In: Jaklová, A.; Harnisch, R. (eds.), Od tradice k budoucnosti. Jazykově-literární dědictví Východního Bavorska a jižních Čech jako fokus univerzitní spolupráce. Nakladatelství ARSCI, Praha, 2019, pp. 69–152. ISBN 978-80-7420-057-1.18Digitales Familiennamenwörterbuch Deutschlands (DFD). Wörterbuch. [online]. [cit. 2021-02-2]. Dostupné z WWW: http://www.namenforschung.net/dfd/woerterbuch/liste/19NAMESPEDIA: Encyklopedie jmen – statistiky, etymologie, přesmyčky, slavní lidé, rýmy. [online]. [cit. 2021-02-10]. Dostupné z: http://www.namespedia.com20MALAČKA, O: Kde jsme. [online]. [cit. 2021-02-15]. Dostupné z WWW: https://www.kdejsme.cz/21

ORIGINAL_ARTICLEThe article presents various types of standardized examinations and provides more detailed information on the German in der Wirtschaft (WiDaF®) Business German examination. Based on the data obtained over a period of several years during which the WiDaF® examinations have been organized at TUL, the paper deals with the evaluation of the overall results of this examination as well as its individual parts. The data obtained are a valuable indicator of students’ knowledge as well as its deficiencies, and have been taken into account in updating the curricula.https://acc-ern.tul.cz/archiv/PDF/ACC_2021_3_05.pdf2021-12-31405110.15240/tul/004/2021-3-005Business German examinationStandardized examinationsIndicator of students’ knowledgeHelenaNeumannováhelena.neumannova@tul.cz1Technická univerzita v Liberci, Ekonomická fakulta, Katedra cizích jazykůAUTHORIrenaVlčkováirena.vlckova@tul.cz2Technická univerzita v Liberci, Ekonomická fakulta, Katedra cizích jazykůAUTHORMSMT: Společný evropský referenční rámec pro jazyky. [online]. Dostupné z WWW: https://www.msmt.cz/mezinarodni-vztahy/spolecny-evropsky-referencni-ramec-projazyky1https://www.nemcina-on-line.cz/zkousky-nemcina/sjz2https://www.nemcina-on-line.cz/zkousky-nemcina/osvedceni3GOETHE-INSTITUT: Zkoušky z němčiny. [online]. Dostupné z WWW: https://www.goethe.de/ins/cz/cs/spr/prf.html4https://www.jazykovezkousky.cz/SD+C2+WD5https://www.nemcina-on-line.cz/zkousky-nemcina/osd6https://www.nemcina-on-line.cz/zkousky-nemcina/telc-deutsch7https://www.nemcina-on-line.cz/zkousky-nemcina/dsd8https://www.auslandsschulwesen.de/Webs/ZfA/DE/Deutsch-lernen/DSD/Fachberatung_Deutsch-als-Fremdsprache/fachberatung-deutsch-fremdsprache_node.html9https://www.nemcina-on-line.cz/zkousky-nemcina/stanag-6001-deutsch10GOETHE-INSTITUT: https://www.goethe.de/11CARL DUISBERG: PWD – Prüfung Wirtschaftsdeutsch International. [online]. Dostupné z WWW: https://www.carl-duisberg-firmentraining.de/: PWD – Prüfung Wirtschaftsdeutsch International12https://www.jazykovezkousky.cz/WIDAF13PROFIT: ProFit v profesi – jazykovou a odbornou senzibilizací během studia. [online]. Dostupné z WWW: https://profit.tul.cz/14AHK: Česko-německá obchodní a průmyslová komora. [online]. Dostupné z WWW: https://tschechien.ahk.de/cz/15AHK: Der Test WiDaF® - Berufsrelevanter Deutschtest. [online]. Dostupné z WWW: https://www.francoallemand.com/dienstleistungen/aus-und-weiterbildung/test-widaf/16 ETS GLOBAL: https://www.etsglobal.org/cz/en17DIHK: Wirtschaftsdeutsch International (PWD). [online]. Dostupné z WWW: https://www.dihk-bildungs-gmbh.de/pruefungen/ihk-pruefungen/wirtschaftsdeutsch18T-UNI: Mezinárodní jazykovou zkoušku WiDaF můžete skládat na naší univerzitě. [online]. Dostupné z WWW: http://tuni.tul.cz/rubriky/univerzita/id:7908319

ORIGINAL_ARTICLEThe first part of the article presents the characteristics of the TOEIC test in the context of testing students at the Department of Foreign Languages of the Technical University of Liberec. The analysis of the test results obtained in the period from 2015 to 2020 is described in the next part. The analysis was focused on the comparison of the scores that the candidates achieved in the reading and listening sections of the test. The results of the survey are meant to give a stimulus to propose a modification of the syllabi of language courses so that they focus on the balance of learning activities and support of weaker skills of students, i.e., problems in reading comprehension. The opinions of students who took the TOEIC test and the language course in 2019 are another source of information serving to update the syllabi.https://acc-ern.tul.cz/archiv/PDF/ACC_2021_3_06.pdf2021-12-31525910.15240/tul/004/2021-3-006TOEICReading comprehensionTest resultsReading strategiesReading activitiesStanislavaPavlíkovástanislava.pavlikova@tul.cz1Technická univerzita v Liberci, Ekonomická fakulta, Katedra cizích jazykůAUTHORETS: TOEIC Listening and Reading Test. [online]. [cit. 2021-08-13]. Dostupné z WWW: https://www.ets.org/toeic/listening-reading1ETS: Score Usage. [online]. [cit. 2021-08-13]. Dostupné z WWW: https://www.etsglobal.org/fx/en/help-center/score-usage/are-toeic-listening-andreading-test-scores-mapped-cefr2MAŇÁK, J.; ŠVEC, V.: Výukové metody. 1. vyd. Paido, Brno, 2003. ISBN 80-7315- 039-5.3KARBALAEI, A.: A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers. The Reading Matrix. 2010, Vol. 10, Issue 2, pp. 165–180. Dostupné z WWW: https://readingmatrix.com/articles/sept_2010/alireza_karbalaei.pdf4WHITCROFT, L.: Čtenářská gramotnost čtenářské strategie 1. [online]. 2010. [cit. 2021-08-20]. Dostupné z WWW: http://www.ctenarskagramotnost.cz/kategorie/ctenarska-gramotnost/cg-strategie5GRELLET, F.: Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises. Cambridge University Press, Cambridge, 1990. ISBN 978-0- 521-28364-9.6HUGHES, G. S.; MOATE, J.; RAATIKAINEN, T.: Practical classroom English. Oxford University Press, Oxford, 2007. ISBN 978-019-4422-796.7BUSYTEACHER_ADMIN: What to Do with Reading Texts: 10 Creative Ways. [online]. [cit. 2021-08-14]. Dostupné z WWW: https://busyteacher.org/2748-what-todo-with-reading-texts-10-creative-ways.html8

ORIGINAL_ARTICLEIn comparison to other domains of education, assessment in that of foreign language teaching has some specific features. Testing language skills is unique because language is not only the content but also the tool of measurement. The research team created a bank of items used for testing. This item bank comprises files of items which make it possible to create a great number of subtests. These include terms and professional vocabulary corresponding to real requirements put on employees in practice. Using the item bank, achievement and check tests were created. Thus, from the functional point of view, the diagnostic function prevails. Achievement tests are not only aimed at measuring the success of individual students but also at the success of the teacher. From the point of view of the interpretation of the results, achievement test are predominantly dealt with. These enable cooperation with a real number of items and tested students.https://acc-ern.tul.cz/archiv/PDF/ACC_2021_3_07.pdf2021-12-31607310.15240/tul/004/2021-3-007Test constructionItem bankItemsReliabilityDistractorsTermsTerminologyPracticeHanaRomováromova@polac.cz1Policejní akademie ČR v Praze, Fakulta bezpečnostního managementu, Katedra jazykůAUTHORALDERSON J. Ch.; CLAPHAM C.; WALL D.: Language Test Construction and Evaluation. Cambridge University Press, 1995, 324 s. ISBN 978-05214782981ALTE: Handbuch zur Entwicklung und Durchführung von Sprachtests. Europarat/Abteilung für Sprachenpolitik, Frankfurt am Main, 2012. ISBN: 978-3- 86375-093-0.2ALTE: Manual for Language Test. Development and Examining. For use with the CEFR. [online]. 2011. Available from WWW: http://www.coe.int/T/DG4/Linguistic/ManualLanguageTest-Alte2011_EN.pdf3BACHMAN, L. F.; PALMER A. S.: Language Testing in Practice: Designing and Developing Useful Language Tests. 1. vyd. Oxford University Press, 1996, 377 s. ISBN 978-0-19-437148-3.4BROWN, J. D.; HUDSON, T.: Criterion-Referenced Language Testing. The Cambridge Applied Linguistics Series. Cambridge University Press, 2008, 310 s, ISBN 978-0-521- 80628-2.5FLUCHER, G.: Practical Language Testing. Routledge, 2013, 343 s. ISBN13 978-340- 98448-2.6FLUCHER, G.: Practical Language Testing. Routledge, 2013, 343 s. ISBN13 978-340- 98448-2.7HAMBLETON, R. K.; ROVINELLI, R. J.: Assessing the Dimensionality of a Set of Test Items. Applied Psychological Measurement. 1986, Vol. 10, Issue 3, pp. 287–302.810.1177/014662168601000307McNAMARA, T.: Language Testing. Oxford University Press, 2000, 156 s., ISBN 978- 0-19-437222-0.9

ORIGINAL_ARTICLEThis paper focuses on some aspects of remote education that can be implemented in face-to-face classes in order to improve and enhance the teaching/learning process. The authors present the results of the questionnaire survey conducted among the teachers of the Institute of Applied Language Studies of the University of West Bohemia in Pilsen (hereinafter referred to as ‘UWB’) and also among the students of the Faculty of Economics at the same university in the spring term of 2021, evaluating two semesters of remote education. Having analyzed the results of the questionnaires, the authors of the paper aim to share their experience and introduce the best practice that the Business English (hereinafter referred to as ‘BE’) teachers at the UWB have decided to apply to their future BE courses.https://acc-ern.tul.cz/archiv/PDF/ACC_2021_3_08.pdf2021-12-31748610.15240/tul/004/2021-3-008Remote educationBusiness EnglishOnline teaching and learningFace-to-face classesVideoconferencing toolsOnline applicationsKvětoslavaŠimkováksimkov@ujp.zcu.cz1University of West Bohemia in Pilsen, Institute of Applied Language Studies, English SectionAUTHORJitkaRamadanováramadano@ujp.zcu.cz2University of West Bohemia in Pilsen, Institute of Applied Language Studies, English SectionAUTHOROFSTED: What’s working well in remote education. [online]. 2021. [accessed 2021-06- 30]. Available from WWW: https://www.gov.uk/government/publications/whatsworking-well-in-remote-education/whats-working-well-in-remote-education#what-isremote-education1AMMENWERTH, E.: Envisioning changing role of university teacher in online instructional environments. All Ireland Journal of Higher Education. 2017, Vol. 9, Issue 3. Available from WWW: http://ojs.aishe.org/index.php/aishe-j/article/view/3122RAI, B. S.; RAJESHWARI, M.: Online Language Teaching: Methods and Strategies, Possibilities and Opportunities. International Journal of Management, Technology, and Social Sciences. 2021, Vol. 6, Issue 1, pp. 128–141. [accessed 2021-07-30]310.5281/zenodo.4606936ARMĂSAR, I. P.: Challenges of Online Teaching in the Business Language Class. Bulletin of the Transilvania University of Braşov. Series V: Economic Sciences. 410.31926/but.es.2020.13.62.2.16GRUBER, A.: Employing innovative technologies to foster foreign language speaking practice. Academia Letters. January 2021. Article 178.510.20935/AL178АЛЕКСЕЕВА, Е. А.; БУРЯКОВА, С. Ю.: Blended foreign language learning with increased online component: hybridization strategies and educational technologies. Научный журнал Современные лингвистические и методико-дидактические исследования. (Scientific Journal Modern Linguistic and Methodically Didactic Researches). 2020, Vol. 48, pp. 75–87. 610.36622/vstu.2020.26.79.001UNESCO: Covid-19 and higher education: Today and tomorrow; Impact analysis, policy responses and recommendations. [online]. 2020. [accessed 2021-07-30]. ISBN 978-980-7175-52-4. Available from WWW: https://www.right-toeducation.org/es/node/13177

ORIGINAL_ARTICLEThe flipped classroom model has been an appealing approach to teaching, primarily in math and science classes. However, several research studies have proven that the flipped classroom method can be successfully implemented in online language classes. This article presents a research study that aims to analyze the impact of the flipped learning approach on Czech university students in English classes. The first part of the study is dedicated to the goals and methodology of the research. The second section discusses the partial outcomes of the research.https://acc-ern.tul.cz/archiv/PDF/ACC_2021_3_09.pdf2021-12-318810110.15240/tul/004/2021-3-009Flipped classroomFlipped learningResearch designDigital technologySOFLATerezaHavránkovátruzicko@kan.zcu.cz1Západočeská univerzita v Plzni, Fakulta pedagogická, Katedra anglického jazykaAUTHORZOUNEK, J.; JUHAŇÁK, L.; STAUDKOVÁ, H.; POLÁČEK, J.: E-learning. Učení (se) s digitálními technologiemi. Wolters Kluwer ČR, a.s., Praha, 2016. 280. s. ISBN 978-80-7552-217-7.1WANG, N.: New Digital Technology in Education, Conceptualizing Professional Learning for Educators. Springer International Publishing, Switzerland, 2015. ISBN 978-3-319-05821-4.2SITNÁ, D.: Metody aktivního vyučování. Portál, Praha, 2013. ISBN 978-80-262-0404- 6.3BERGMANN, J.: Flip your classroom: reach every student in every class every day. International Society for Technology in Education, 2012. ISBN 978-1-56484-315-9.4MEHRING, J.: Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom. Computers in the Schools. 2016, Vol. 33, Issue 1. 510.1080/07380569.2016.1139912MARSHALL, H. W.; KOSTKA, I.: Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach. Teaching English as a Second or Foreign Language. 2020, Vol. 24, Issue 2. Available from WWW: https://www.teslej.org/wordpress/issues/volume24/ej94/ej94int/6MAXWELL, J. A.: Qualitative research design. An Interactive Approach. Sage, Thousand Oaks, London, New Delhi, 2005. ISBN 07619260897LEE, G., WALLACE, A.: Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions. TESOL Quarterly. 2018, Vol. 52, Issue 1, pp. 62–84.810.1002/tesq.372HENDL, J.: Kvalitativní výzkum. Portál, Praha, 2005. ISBN 978-80-7367-485-4.9

ORIGINAL_ARTICLEThis review paper presents a publication on ethnographic, linguistic, and social relations in the families that remained in Vietnam after the wars. Some family members still face post-war pressures and war trauma. Others face the social imperatives of caring for their elderly or sick relatives. Limitations in personal life are the main concept of the book reviewed which focuses on the role of the personal sacrifice. This is complemented by the social relations of love and care, the cult of ancestors and the demand for filial devotion. In Vietnamese families, these rules are fixed and are reflected in the linguistic means of communication (e.g., mother—child), which the author analyses from the linguistic point of view and documents it with the use of photographs of communication situations. The review points to alternative interpretations and cultural specifics of living traditions of magical thinking and polygamy.https://acc-ern.tul.cz/archiv/PDF/ACC_2021_3_10.pdf2021-12-3110310710.15240/tul/004/2021-3-010Contemporary VietnamPostwar developmentFamily relationsSocial imperativesAnthropologyMichalSchwarzschwarz@phil.muni.cz1Masarykova univerzita, Filozofická fakulta, Seminář vietnamských studiíAUTHORBROUČEK, Stanislav: The Visible and Invisible Vietnamese in the Czech Republic. The Problems of Adaptation of the Modern-Day Ethnic Group in the Local Environment of the Czech Majority. Institute of Ethnology, CAS, Prague, 2016.1KWON, Heonik: Ghosts of War in Vietnam. Cambridge University Press, Cambridge – New York, 2008.2SHOHET, Merav: Silence and Sacrifice. Family Stories of Care and the Limits of Love in Vietnam. University of California Press, Oakland, 2021. ISBN 9780520379381.3ELIAS, Juanita; RETHEL, Lena (eds.): The Everyday Political Economy of Southeast Asia. Cambridge University Press, Cambridge, 2016. Online ISBN 9781316402092.410.1017/CBO9781316402092