Prof. Dr. Tomáš Kos

Profil

Zusammenfassung

Prof. Dr. Tomáš Kos erforscht, wie Schülerinnen und Schüler im Fremdsprachenunterricht zusammenarbeiten und voneinander lernen – besonders in altersgemischten Klassen. Seine Expertise liegt in der Analyse von Peer-Interaktionen, der Zusammenarbeit beim Schreiben und Sprechen sowie in der Gestaltung von Lernaufgaben, die produktive Zusammenarbeit fördern. Diese Erkenntnisse sind für Schulen und Lehrkräfte praktisch wertvoll, um Unterricht effektiver zu gestalten und Schüler zum gegenseitigen Lernen zu befähigen.

Skills

Name

Prof. Dr. Tomáš Kos

Titel

Prof. Dr.

Fakultät

Sprach- und literaturwissenschaftliche Fakultät

Institut

Institut für Anglistik und Amerikanistik

Arbeitsgruppe

Fachdidaktik Englisch (J)

E-Mail

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Telefon

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HU-FIS-Profil

Quelle ↗

Zuletzt gescrapt

28.6.2026, 01:08:20

• Gestaltung der CLIL-Ausbildung von Lehrkräften im Vorbereitungsdienst: Eine länderübergreifende Studie an Sekundarschulen in Deutschland und Tschechien

  Quelle ↗

  Förderer: DFG sonstige Programme Zeitraum: 02/2026 - 01/2027 Projektleitung: Prof. Dr. Tomáš Kos

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• Exploring peer support among young learners during regular EFL classroom lessons

  2023

  International Journal of Applied Linguistics · 17 Zitationen · DOI

  Abstract This study explored peer support among grade 5 learners of English as a foreign language (N = 24) interacting during regular lessons. Grounded in sociocultural theory and applying mixed‐method research methodology, this study explored to what extent and how young learners support one another during classroom tasks targeting lexical phrases. Moreover, it investigated to what extent such support accounts for learning opportunities. Students relied mainly on linguistic support through suggesting or using resources while social–emotional support such as offering support, giving positive feedback, or inviting partners’ participation was limited. The analysis also revealed instances of lack of support in the form of reprimanding, impatience, expressing a lack of awareness of the partner's contribution, or disrespecting peer's linguistic resources which, however, differed widely across pairs.

• Enhancing Young Learners’ Peer Collaboration: Pedagogical Ideas for Language Teachers

  2024

  TESOL Quarterly · 6 Zitationen · DOI

  Abstract An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on tasks. This article proposes that enhancing peer collaboration is a powerful pedagogical tool that promotes communication among peers and mutual support, thus positively affecting learners' performance during classroom work. At the heart of the article, it discusses some practical pedagogical ideas for teachers which focus on teaching collaborative principles and strategies during classroom work. Although it pays particular attention to the context of primary school English foreign language teaching, its content may also be relevant to primary school teachers of other foreign and second languages.

• Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms

  2021

  European Journal of Applied Linguistics · 6 Zitationen · DOI

  Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners ( N =24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.

• Masaryk-Universität

  Gestaltung der CLIL-Ausbildung von Lehrkräften im Vorbereitungsdienst: Eine länderübergreifende Studie an Sekundarschulen in Deutschland und Tschechien

  university