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Hurytová, Ivana. "Czech Teachers´ Subjective Theories about Teaching Grammar." Bellaterra Journal of Teaching & Learning Language & Literature 15, no. 4 (2022): e1013. http://dx.doi.org/10.5565/rev/jtl3.1013.
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Modern subject didactics of the mother tongue postulates that the fundamental goal of teaching the mother tongue is the communication goal and that grammar instruction has a supporting function in the development of communication skills. However, research into teaching processes shows that grammatical-normative and formal-cognitive approaches to the language curriculum predominate to a large extent in practice, and that the teaching grammar is understood as an end in itself, rather than as a means. The causes of this fact are various, but especially from international research it can be concluded that what are known as the subjective theories of teachers (teachers’ beliefs) have a significant influence. Our goal is to explore this phenomenon in the reality of the Czech school. In the article we will present the results of two pilot probes focused on the teacher's concept of the communication-functional approach and on the position of grammar in language education.
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Švelch, Jaroslav, and Tamah Sherman. "“I see your garbage”: Participatory practices and literacy privilege on “Grammar Nazi” Facebook pages in different sociolinguistic contexts." New Media & Society 20, no. 7 (2017): 2391–410. http://dx.doi.org/10.1177/1461444817719087.
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In contemporary online culture, Grammar Nazi (GN) is a derogatory term used to label individuals who practice excessive language policing but has also been ironically appropriated by groups of users who engage in evaluation of other people’s grammar for entertainment purposes. In this article, we combine approaches from media studies and sociolinguistics to analyze the adoption of the phenomenon by two GN Facebook pages in two languages: English and Czech. Our mixed-method analysis shows that while both pages can be read as examples of media participation, they also exemplify their users’ “literacy privilege” associated with standard language ideology. However, there are differences in the practices associated with the label, reflecting the specific sociolinguistic contexts. While Czech GNs act as “guardians” of the public space, collecting and displaying localized orthographic errors for collective dissection, the English page is more dedicated to sharing jokes and puns typical of international online culture.
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Safyanyuk, Zoryana. "Peculiarities of Real Educational Institutions Functioning in the Subcarpathian Rus (Pidkarpatska Rus)." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (2014): 219–23. http://dx.doi.org/10.15330/jpnu.1.2-3.219-223.
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The article highlights historical and pedagogical aspects of the development of realsecondary educational institutions that functioned in the territory of the Subcarpathian Rus (1919-1939). After World War I the Czechoslovak Republic undertook a commitment to arrangeTranscarpathia as an administrative unit entitled the “Subcarpathian Rus”. The situation withUkrainian schools in the Subcarpathian Rus was very poor. Only two town schools wereUkrainian. In spite of the language chaos in the land, Rus (Ukrainian) town schools started to be setup and Hungarian ones started being re-organized. In the 20ies – 30ies in the Subcarpathian Rus asthere appeared real national secondary schools (real grammar schools) in which students weremainly Ukrainians. In real grammar schools with their utilitarian nature of the content of educationthere could be traced the growth in the number of students due to improved access to thoseinstitutions. However, gradually, the trend towards Czechization could be traced, a number offorms with Czech as the language of teaching were opened. The Academy of Sciences in Prague,having researched the language issue, decided that the language the “Subcarpathian Rus people”were speaking was identical to the Ukrainian language of the Halychyna people, thereforeUkrainian was acknowledged to be the language of teaching at Ukrainian real grammar schools.All in all, as of 1933 Ukrainian real grammar schools in Berehovo, Khust, Mukachevo andUzhhorod had 46 forms, parallel Czech units in Khust, Mukachevo and Uzhhorod had 20 forms,parallel Hungarian units in Berehovo had 12 forms, the reformed Jewish grammar school inMukachevo had 8 forms. In total there were 9 secondary schools.
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Štěpáník, Stanislav. "The danger of shedding the content in grammar teaching: an example in Czech." Bellaterra Journal of Teaching & Learning Language & Literature 15, no. 4 (2022): e1016. http://dx.doi.org/10.5565/rev/jtl3.1016.
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The role of grammar in L1 teaching has been a topic of a long-lasting debate. Czech language instruction is no exception. Based on an almost 200-year-old tradition, the prevailing model of teaching Czech is grammar- and knowledge-based. Innovations so far have focused mostly on general parameters of communication and interaction in class, instead of focusing on the content and its didactic transformation. The study demonstrates the necessity of the content-focused approach to modelling L1 education, and the danger of slipping to didactic formalism of shedding the content if the content-focused approach is disregarded.
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Machura, Jakub, Hana Žižková, Adam Frémund, and Jan Švec. "Is it Possible to Re-Educate Roberta? Expert-Driven Machine Learning for Punctuation Correction." Journal of Linguistics/Jazykovedný casopis 74, no. 1 (2023): 357–68. http://dx.doi.org/10.2478/jazcas-2023-0052.
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Abstract Although Czech rule-based tools for automatic punctuation insertion rely on extensive grammar and achieve respectable precision, the pre-trained Transformers outperform rule-based systems in precision and recall (Machura et al. 2022). The Czech pre-trained RoBERTa model achieves excellent results, yet a certain level of phenomena is ignored, and the model partially makes errors. This paper aims to investigate whether it is possible to retrain the RoBERTa language model to increase the number of sentence commas the model correctly detects. We have chosen a very specific and narrow type of sentence comma, namely the sentence comma delimiting vocative phrases, which is clearly defined in the grammar and is very often omitted by writers. The chosen approaches were further tested and evaluated on different types of texts.
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Hladká, Barbora, Jirka Hana, and Ivana Lukšová. "Crowdsourcing in Language Classes Can Help Natural Language Processing." Proceedings of the AAAI Conference on Human Computation and Crowdsourcing 2 (September 5, 2014): 71–72. http://dx.doi.org/10.1609/hcomp.v2i1.13139.
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One way of teaching grammar, namely morphology and syntax, is to visualize sentences as diagrams capturing relationships between words. Similarly, such relationships are captured in a more complex way in treebanks serving as key building stones in modern natural language processing. However, building them is very time consuming, thus we have been seeking for an alternative cheaper and faster way, like crowdsourcing. The purpose of our work is to explore possibility to get sentence diagrams produced by students and teachers. In our pilot study, the object language is Czech, where sentence diagrams are part of elementary school curriculum.
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Náplava, Jakub, Milan Straka, Jana Straková, and Alexandr Rosen. "Czech Grammar Error Correction with a Large and Diverse Corpus." Transactions of the Association for Computational Linguistics 10 (2022): 452–67. http://dx.doi.org/10.1162/tacl_a_00470.
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Abstract We introduce a large and diverse Czech corpus annotated for grammatical error correction (GEC) with the aim to contribute to the still scarce data resources in this domain for languages other than English. The Grammar Error Correction Corpus for Czech (GECCC) offers a variety of four domains, covering error distributions ranging from high error density essays written by non-native speakers, to website texts, where errors are expected to be much less common. We compare several Czech GEC systems, including several Transformer-based ones, setting a strong baseline to future research. Finally, we meta-evaluate common GEC metrics against human judgments on our data. We make the new Czech GEC corpus publicly available under the CC BY-SA 4.0 license at http://hdl.handle.net/11234/1-4639.
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Jelínek, Stanislav. "Размышления о грамматике в обучении иностранным языкам". Studia Rossica Posnaniensia, № 38 (1 січня 2013): 101–6. http://dx.doi.org/10.14746/strp.2013.38.7.
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The article describes some changes in views on the role and acquisition of grammar as a set of forms and syntactic structures and as a system of rules and paradigms in foreign language teaching and learning. An essential part of the article is devoted to explaining key phases that are used when teaching and learning Russian grammar, mainly by presenting various exercises and focusing on the function of forms and structures in communication. This process is presented based on the example of a textbook for Czech learners of the contemporary Russian language.
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Cmejrek, Martin, and Jan Curín. "Automatic Extraction of Terminological Translation Lexicon from Czech-English Parallel Texts." Text Corpora and Multilingual Lexicography 6, no. 3 (2001): 1–12. http://dx.doi.org/10.1075/ijcl.6.si.02cme.
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We present experimental results of an automatic extraction of a Czech-English translation dictionary. Two different bilingual corpora (119,886 sentence pairs computer-oriented and 58,137 journalistic corpora) were created. We used the length-based statistical method for sentence alignment (Gale and Church 1991) and noun phrase marker working with regular grammar and probabilistic model (Brown et al. 1993) for dictionary extraction. Resulting dictionaries’ size varies around 6,000 entries. After significance filtering, weighted precision is 86.4% for computer-oriented and 70.7% for journalistic Czech-English dictionary.
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Hrdlička, Milan. "On acquisition strategies in Czech textbooks for foreigners." Korean Association of Slavic Languages 28, no. 1 (2023): 83–93. http://dx.doi.org/10.30530/jsl.2023.28.1.83.
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The quality of teaching material has a significant role in the process of acquiring a foreign language. It can serve to facilitate, strengthen, and accelerate the process. The pace of acquisition of Czech as a foreign language is influenced by the degree of typological and genealogical differences between Czech and the foreigner's mother tongue. The advantage of the learners' Slavic mother tongue is most evident at the beginning of the study (A0 - A2); subsequently, it gradually decreases. The basic problems in the presentation of Czech grammar include formalism, i.e., a strong focus on grammatical forms, but not on their meanings and functions in communication. We also consider the unbalanced attention to morphology (which predominates) and syntax (which lags behind) to be unsatisfactory. We have objections on the hybrid mixing of linguistic means within standard Czech (i.e. among the literary, neutral, and colloquial layers). The lack of an explicitly formulated concept on the basis of which the Czech grammar is presented (e.g. on the basis of frequency, communicative importance, formal difficulty of the learning material, etc.) is also undesirable. As far as the key chapters of the Czech vocabulary are concerned, the prevailing separate presentation of verb classes, more frequent discussion of the simple past tense before the future tense, the gradual presentation of cases (and not entire paradigms), as well as the dominance of deduction, prescription and semasiology are notable in the textbooks. We consider improving the instruction about the speech dimension and increasing focus on onomasiology as crucial.
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Faltýnek, Dan, Ľudmila Lacková, and Hana Owsianková. "Once again about the hapax grammar: Epigenetic Linguistics." Linguistic Frontiers 3, no. 1 (2020): 23–27. http://dx.doi.org/10.2478/lf-2019-0002.
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AbstractIn this article, we deal with the similarity between epigenetic marks in DNA and hapax legomena in language; based on the so-called hapaxes, a grammar description is designed. We reflect hapax analysis of Czech language provided by Novotná (2013) and avoid random selection of the corpus. For this reason, we analyze a corpus of 12 authentic books from 12 authors who elaborated the theme “What’s new in…” concerning their field of science, assigned by Nová beseda publishing. By analyzing a middle-sized corpus, we expected results similar to those of large-scale national corpus (see Novotná 2013). We chose to classify hapaxes into different categories in comparison to Novotná, yet the results show similar language productive categories. This kind of language potentiality seems to be analogical to epigenetic processes in biology, which is briefly introduced.
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Seldeslachts, Herman, and Raf Van Rooy. "“Every fox praises its own tail”. Jan Blahoslav (1523–1571) on Slavic dialects." Zeitschrift für Slawistik 67, no. 1 (2022): 1–43. http://dx.doi.org/10.1515/slaw-2022-0001.
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Summary Jan Blahoslav (1523–1571) was one of the first – if not the first – to devote a separate chapter to the phenomenon of vernacular diatopic variation in his Czech grammar. His pioneering attempts at making sense of this issue have thus far remained understudied, especially outside of the Czech Republic. In this contribution, we open up this important text, largely written in Czech, to a wider audience by means of an annotated English translation. In addition, we frame his interest in dialectal variation in the intellectual trends of 16th-century language study, especially within the Protestant circles in which Blahoslav was active.
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f, f. "The Factors of the Distribution of Grammatical Categories and Phenomena in Contemporary Czech." Korean Association of Slavic Languages 29, no. 1 (2024): 21–32. http://dx.doi.org/10.30530/jsl.2024.29.1.21.
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As to the application of the grammar within communication, we distinguish between two contingencies: a) grammatical categories which attach to the objective reality (verbal tenses, number, gender etc.), b) those which do not (in Czech for example the category of case). The relation between grammar and objective reality is not naturally rectilinear and troublefree. It could be complicated by various factors - not only the different type of language but also actualization which we comprehend as the unusual application of a grammatical form (often in order to gain more expressive term) - for example the sentence in the future tense Budeš psát (You will write) functions as that in the stressed imperative mood. To speakers with the advanced knowledge of Czech it is possible to present also special unmarked grammatical categories where a respective grammatical form can have more than one meaning. In the sentence Studuje český a německý jazyk (He studies Czech and German languages) the word jazyk (language) has the form of singular but the meaning of plural. There are many factors which influence the adequate choice of a grammatical category. In this respect the semantics are applied to a large extend and in various ways. The important role can be also played by number and so-called signal words which need the usage of a concrete morphological category (for example after the adverb včera (yesterday) must the preterite tense follow). From the linguo-didactic point of view this theme is very important and it is necessary to go on working it out.
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Mahel, Richard. "„Stručná historie Literatury české“. K osudu nevydané učebnice rajhradského benediktina Bedy Dudíka k dějinám české literatury z roku 1847." Historia Scholastica 6, no. 2 (2020): 56–67. http://dx.doi.org/10.15240/tul/006/2020-2-005.
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In the years 1841–1854 the Benedictine Beda Dudík (1815–1890) worked as a teacher at the Episcopal Institute of Philosophy in Brno and then at the Higher Grammar School in Brno. As a teacher and a supporter of a development of the Czech national movement in Moravia he strove for the introduction of teaching of the Czech language and literature in the Moravian church education. He succeeded in his efforts and the Court study commission and the Episcopal ordinariate in Brno permitted teaching of the Czech language within the school curriculum of the Institute of Philosophy. For the successful completion of the teaching, Dudik compiled a textbook for his students about history of the Czech language and book writing and he intended to publish it in print at “Matice česká” in Prague. The textbook was approved successfully in a censorship procedure; however, it was not finally published in print due to disagreements with the authors of the compiled works. Nevertheless, it was significant for the development of national efforts in Moravia and it, first and foremost, revealed the young Beda Dudík as a great supporter of the then minority Czech national movement in Moravia, which changed later when he left his pedagogical experience in favour of his better-known historiographical, official and diplomatic practice.
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Dołowy-Rybińska, Nicole. "Interkomprehensja języków słowiańskich jako czynnik motywujący do uczenia się języka górnołużyckiego dla uczniów Gimnazjum Górnołużyckiego pochodzących z niemieckojęzycznych rodzin." Zeszyty Łużyckie 55 (December 19, 2021): 299–318. http://dx.doi.org/10.32798/zl.812.
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The article is based on the research carried out among German-speaking students of the 10th and 11th grade of the Upper Sorbian Grammar School in Bautzen/Budyšin. The analysis concerns the way in which students who are learning Sorbian at school perceive mutual intelligibility of the Slavic languages as a motivating factor in their learning and using Sorbian. Two types of motivation language learning are described: the integrative and the instrumental kind. While integrative motivation seems not to play an essential role for Upper Sorbian Grammar School students as they are separated from Sorbian native-speakers, the instrumental role is much more important. The evidence gathered in the research shows that Slavic languages intercomprehension is in some cases taken advantage of by students when they travel to the Czech Republic or to Poland. This may also facilitate finding a job or studying abroad in Slavic countries.
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Fried, Mirjam. "Construction Grammar as a tool for diachronic analysis." Constructions and Frames 1, no. 2 (2009): 261–90. http://dx.doi.org/10.1075/cf.1.2.04fri.
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Through a discourse-grounded internal reconstruction that aims at capturing the emergence of grammatical structure, the study examines the development of the subjective epistemic particle jestli ‘[in-my-opinion-] maybe’ in conversational Czech. Through internal reconstruction, the change (syntactic complementizer > speaker-centered epistemic contextualizer > subjective epistemic particle) is presented as a metonymy-based conventionalization of a pragmatic meaning implied by certain tokens of indirect Y/N questions into a new modal meaning. Taking a Construction Grammar approach, so far largely untested on diachronic data, the point of the analysis is to show that we can engage in a systematic treatment of the gradualness of change, by (i) combining the ‘holistic’ (constructional) dimension with the internal, feature-based and discourse-motivated mechanisms of complex grammatical shifts, and (ii) appealing to the explanatory potential of general cognitive and communicative principles as they manifest themselves in natural discourse. I also propose a formalism for representing the transitional nature of intermediate patterns.
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Hradílková, Helena, Michal Dvorecký, Anke Sennema, and Pavla Marečková. "Lehrkompetenzentwicklung von DaF-Studierenden in einer binationalen universitären Ausbildungskooperation." Acta Facultatis Philosophicae Universitatis Ostraviensis Studia Germanistica, no. 30 (September 2022): 93–111. http://dx.doi.org/10.15452/studiagermanistica.2022.30.0007.
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In teacher training, practical phases offer students the opportunity to further develop their skills and professionalize their own teaching. In a bilateral cooperation project, student teachers from the Czech Republic and Austria jointly prepared a week of teaching according to the concept of problem-based learning and carried it out as a project week at a Czech grammar school. The individual considerations of the students regarding their development of teaching skills and personality in project work are evaluated. Results indicate the benefit of integrating practical bilateral teaching experiences into the curriculum.
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Ungermanová, Marta. "Préfixation des verbes de déplacement tchèques." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 24, no. 2 (2001): 289–318. http://dx.doi.org/10.1075/li.24.2.10ung.
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Summary Prefixation of the Verbs of Movement in Czech Prefixed verbs constitute a major proportion of verbs of movement (as defined in 1.1. of the article) in Czech. We consider those formed by the prefixes : při-, od-, vy-, v-, do-, roz- and s-We examine their syntactic properties, especially their compatibility with different locative complements, trying to find typical properties or restrictions for each prefix. Whilst traditional grammar ascribes a meaning to prefixes, we defend the position that a prefix derives its meaning from its interaction with the other elements of the sentence (not only the root verb), and that all elements of the sentence contribute to create the meaning of a sentence.
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Fried, Mirjam. "Constructions and frames as interpretive clues." Framing 24 (December 10, 2010): 83–102. http://dx.doi.org/10.1075/bjl.24.04fri.
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Drawing attention to a rather neglected domain in Construction Grammar analyses, this paper examines the multi-layered nature of speakers’ linguistic knowledge and its manifestation in the emergence of new linguistic structure. In particular, I show that the emergence of certain discourse-sensitive grammatical patterns can be systematically captured by appealing to an intricate interaction between fairly abstract constructional meanings based on metonymic transfer, lexical meanings of words (‘semantic’ frames), and particular discourse-pragmatic functions (‘discourse’ frames, understood as pragmatically grounded schematizations of communicative and discourse-structure conventions). It is the knowledge of all three dimensions that aids speakers in their interpretive tasks. The theoretical issues are demonstrated on a subset of discourse-functional and modal uses of the word jestli ‘if/whether’ in conversational Czech, as attested in the Czech National Corpus.
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Vondřička, Pavel. "Design of a Multiword Expressions Database." Prague Bulletin of Mathematical Linguistics 112, no. 1 (2019): 83–101. http://dx.doi.org/10.2478/pralin-2019-0003.
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Abstract The paper proposes design of a generic database for multiword expressions (MWE), based on the requirements for implementation of the lexicon of Czech MWEs. The lexicon is aimed at different goals concerning lexicography, teaching Czech as a foreign language, and theoretical issues of MWEs as entities standing between lexicon and grammar, as well as for NLP tasks such as tagging and parsing, identification and search of MWEs, or word sense and semantic disambiguation. The database is designed to account for flexibility in morphology and word order, syntactic and lexical variants and even creatively used fragments. Current state of implementation is presented together with some emerging issues, problems and solutions.
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Staples, Shelley, and Karin Puga. "Integrating fluency and prosody into multidimensional analysis." International Journal of Learner Corpus Research 8, no. 2 (2022): 190–236. http://dx.doi.org/10.1075/ijlcr.21012.sta.
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Abstract Investigation of the characteristics of spoken learner language has increased in recent years but has been primarily limited to the investigation of one linguistic level (e.g., lexico-grammar), which gives a limited picture of learners’ overall linguistic competence (e.g., Skarnitzl & Rumlová, 2019). In this study, we investigate lexico-grammar, fluency, and prosody in LINDSEI (German, Czech, and Spanish) alongside British and American English comparable corpora, using multidimensional analysis, a statistical procedure that identifies co-occurring linguistic features and leads to functional interpretation of the discourse. Results show significant differences between L1 and L2 groups on four of six dimensions and reveal novel patterns of co-occurrence. Dimension 1, for example, identifies correlates of informationally driven discourse on all three linguistic levels under investigation. These findings show the importance of including multiple linguistic levels in the analysis of learner discourse and have implications for a more holistic and functionally based approach to language instruction.
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Bartoň, Josef. "Church-Slavonic Elements as a Source of the Czech Biblical Style in the Period of the Czech National Revival (Unique Attempt of František Novotný from Luže)." Slovene 7, no. 2 (2018): 179–98. http://dx.doi.org/10.31168/2305-6754.2018.7.2.7.
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The article deals with linguistic aspects of a Czech Biblical text originating in the period of the beginning of the Czech National Revival which has until recently been entirely forgotten. The text is a Tetraevangelion written by a Catholic priest František Novotný from Luže (1768–1826), an almost forgotten contemporary and collaborator of the great representatives of the Czech National Revival Josef Dobrovský and Josef Jungmann. Novotný was an expert on Latin, Greek, Church Slavonic and old and new Czech (he was also the author of the early grammar of Czech that was published in Czech). His four Gospels in Czech, published in 1810–1811, belong to the “learning type” translations. It continues the Czech Biblical translation tradition (at the turn of the 19th century represented primarily by the translation of the New Testament and of the entire Bible by František Faustin Procházka, which followed mainly the baroque Catholic St Wenceslas Bible and the Kralice Bible of the Moravian brethren), but has many specific features. The article focuses on the phenomenon that manifested itself (during the author's research of Novotný's text lasting several years) as its main and most interesting trait, namely, a strong influence of the Church Slavonic Biblical text, which is an absolutely rare phenomenon at the beginning of the Czech National Revival. The author, confronting the previous Biblical translation tradition with Novotný’s, reveals a number of innovations that were materialised in Novotný's translation and whose origin in the Church Slavonic Bible is certain or at least very probable. The innovations concern various levels of linguistic description, mainly syntax and lexicon, but also word formation and morphology. The most interesting of Novotný’s novelties is his usage of the adjectival past participle ending with -(v)ší, since this category was introduced into literary Czech in the period of the Czech Revival. It is also important that Church Slavonic is, with high probability, the only source of the enrichment and “refreshment” of the Czech Biblical style that is written in another Slavonic language (Novotný seems not to use any living Slavonic languages).
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Kováříková, Dominika, Martin Beneš, Kamila Smejkalová, and Oleg Kovářík. "The structuralist tradition meets empirical data: Corpus data enhancing the Czech Internet Language Reference Book." Word Structure 16, no. 2-3 (2023): 233–57. http://dx.doi.org/10.3366/word.2023.0230.
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This paper demonstrates how the corpus grammar tool GramatiKat can be used to improve and refine morphological information in the Internet Language Reference Book (ILRB), which presents complete declension paradigms for 45,632 standard Czech nouns. The paradigm tables are based mainly on morphological types, following structuralist conceptions of language as a fully articulated system. The paper discusses how to update the ILRB and provide users with empirically based grammatical information for individual word forms in each cell of the paradigm. All noun lemmas have been investigated using the GramatiKat tool for research into grammatical categories in Czech. The tool observes the distribution of word forms of a particular lexeme in comparison with the standard distribution across the whole word class. It is capable of identifying nouns that have an unusually high occurrence of a certain word form, as well as nouns with unattested word forms. GramatiKat is based on the data from two corpora of Czech written texts, SYN2015 and SYN2020 (200 million word tokens). The paper investigates the relationship between defectiveness and overabundance on one side and language variability and potentiality on the other. Based on the unique combination of data from the ILRB and GramatiKat, the paper suggests how information about unusually frequent or overabundant word forms as well as unattested ones should be pointed out, so that ILRB provides the user with accurate, empirically based data.
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Borisov, Sergej. "Young Scholars Conference “Slavic World: Community and Diversity”. Moscow, 23–24 May 2023. Section “Linguistics”." Slavic World in the Third Millennium 18, no. 3-4 (2023): 254–61. http://dx.doi.org/10.31168/2412-6446.2023.18.3-4.16.
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Young scholars from Moscow, St. Petersburg, Smolensk, Kazan, Minsk (Republic of Belarus), Budapest (Hungary) took part in the “Linguistics” section. A wide range of topical issues of Slavic linguistics were discussed in four thematic sessions. The first was devoted to contact linguistics and language policy issues. The results of field and corpus research were presented. The speakers paid special attention to issues of epigraphy in ethnically mixed regions. Language policy in Upper Silesia after World War II was also discussed. The analysis of the accent system of the Upper Sorbian language and the study of contact phenomena in the Czech language were based on corpus material. The next session brought together reports that developed the problems of ethnolinguistics and toponymy of Slavic areas. The features of the folk culture of the Macedonians, Bulgarians, and Eastern Slavs were highlighted. Chinese folk ideas about the crane were presented against the background of associations that arise in connection with this bird among modern Belarusians. On the second day of the conference, issues of grammar, lexicology and pragmatics were discussed. Borrowings in the Czech and Bulgarian languages were examined, the pragmatics of the headlines of the modern Polish press were analyzed, archaic and innovative phenomena in the system of Slovenian clitics were discussed, strategies were proposed to help the teacher of the Russian language in a Serbian-speaking audience explain the correspondences between Russian and Serbian verbs of speech. The final session was devoted to the language of written and printed documents, as well as the diachronic study of the semantics of some lexemes. The features of the Slavic translation of the life of St. Gregory of Sinai, the graphic and orthographic features of the Apostolus Christinopolitanus of the 12th century were discussed in detail, and a strategy for studying biblical quotations in Church Slavonic grammars of the 16th–17th centuries was proposed. Versions of the origin of the adjective “хороший” (“good”) and the adverb “зря” (“in vain”) were also analyzed. Active discussion of reports within the framework of discussions in the hall and during informal communication between sessions indicates the relevance of the scientific event.
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Vlasáková, Monika. "The Prague Burgher Library of J. D. Arbeiter in the Cultural and Social Context of the Time." Acta Musei Nationalis Pragae – Historia litterarum 63, no. 3-4 (2019): 114–20. http://dx.doi.org/10.2478/amnpsc-2018-0015.
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The library preserved in the collections of the Hussite Museum in Tábor is a reflection of the life of the Prague burgher and pharmacist Jan Dobromil Arbeiter (1794–1870). In the context of three quarters of the 19th century, it testifies to the emergence of the National Revival, the renewed interest in the Czech language and the related development of Czech theatre. J. D. Arbeiter was an important Prague burgher and patriot actively involved in social and political events. His versatile interests and the support of patriotism led him to the foundation and expansion of his personal library. He was a member of many associations, including Stálci, established by Amerling. Its members regularly purchased Czech books and thus supported the development of Czech, in particular scientific, literature. Arbeiter was also a generous patron. Among other things, he supported the education of poor students. He played an important role in the establishment of the Realgymnasium grammar school in Tábor, to which he donated his library. He had developed it for his entire life; originally, it comprised an impressive number of 3,000 volumes. The library of J. D. Arbeiter is not only an example of one of a few extant burgher libraries of the 19th century. Thanks to the breadth of Arbeiter’s interests, it also provides a selective overview of Czech book production at the time.
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Brdar, Mario, and Rita Brdar-Szabó. "Where does metonymy begin? Some comments on Janda (2011)." Cognitive Linguistics 25, no. 2 (2014): 313–40. http://dx.doi.org/10.1515/cog-2014-0013.
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AbstractIn a recent paper published in this journal, Laura Janda makes a number of claims about metonymy, specifically about metonymy in word-formation as part of grammar. In a nutshell, what she says is that suffixed nouns such as Russian saxarnica (from saxar ‘sugar’) ‘sugar bowl’, Czech břicháč (from břicho ‘belly’) ‘person with a large belly’, or Norwegian baker ‘baker’, are metonymic extensions from saxar ‘sugar’, břicho ‘belly’, and bake ‘bake’, respectively. It is our contention that this claim about metonymy being involved in word-formation phenomena such as suffixation is misconceived and leads to an overuse of the term ‘metonymy’. We first comment on Janda's views on cognitive linguistic research on metonymy in grammar and word-formation, and then evaluate the evidence that she provides to support her central claim – from some general claims about metonymy and grammar to the way she identifies metonymy in word-formation. Finally, we point out a series of problems ensuing from the concept of word-formation metonymy. The analytical parts of Janda's article are in our view a more or less traditional cross-linguistic inventory of suffixation patterns that do not exhibit metonymy as such. However, some genuine metonymies that crop up among her examples are glossed over. In other words, we claim that her analysis ignores metonymies where they appear and postulates metonymies where they do not exist.
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Lanza, Stefano M., and Vitalija Lanza. "“A1 for Everyone”: Outline of a Plurilinguistic Project." Sustainable Multilingualism 17, no. 1 (2020): 147–72. http://dx.doi.org/10.2478/sm-2020-0017.
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SummaryThe paper presents a new tool for approaching foreign languages. The “A1 for everyone” (A1FE1) project aims to promote multilingualism (meaning the ability of an individual to use different languages) in tune with the focuses of EU language policy, i.e. “to make a wider range of languages available to learners to allow individual choice”. A1FE1 aims to create a series of compact manuals, language introduction guides, different from self-study courses or tourist phrasebooks, which should allow everyone to reach level A1 (“Breakthrough”) in a foreign language (L2), using the technologies available today and a new reader-tailored approach. In fact it is not a guide for a single language being translated into several others, but each L2 guide is written specifically for a type of L1 users, since combinations of typologically distant languages (Danish for Spanish, Czech for Finnish) must tackle the same A1 material in a different way compared to especially genetically similar languages (Danish for Swedish, Czech for Slovaks). The paper introduces the Italian language guide for Lithuanians (Italų kalba šnekantiems lietuviškai). There are two main principles in this project: the comparative and contrastive approach, which proceeds from what is familiar (L1) to illustrate what is new (L2) and the central role of the lexicon as vehicle of communication and unifying element of the three components of grammar (phonetics, morphology and syntax). This is the reason why the bulk of each guide consists of four sections presenting the sounds, the basic forms, logical connections and words of the L2, followed by a two-way minimal dictionary full with communicative examples. The level descriptors of the Common European Framework are not language-specific, hence A1 structures and lexicon should be selected according to teaching practice resources available in the countries where the L2 is spoken, such as syllabuses, word frequency lists, etc. Audio recordings of all L2 material presented in the guides and additional videos following the books’ structure can be accessed online. Italų kalba šnekantiems lietuviškai will serve in fact as a prototype, outlining practical and problematic aspects to take into consideration when drafting other guides. After its release, feedback from users and field experts will help evaluate the real development possibilities of the project, including the involvement of institutions at European level.
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Pallay, Jozef. "Testing the Lexical Competence of German in Slovak-German and German(Austrian)-Czech/Slovak Adolescent Bilinguals." Journal of Linguistics/Jazykovedný casopis 65, no. 1 (2014): 51–75. http://dx.doi.org/10.2478/jazcas-2014-0004.
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Abstract The paper builds on our previous work in the field of bilingual education and/ or the process of natural bilingualisation of Slovak-German bilinguals in Slovak educational diasporas (educational islands) in Austria. Starting point of psycholinguistic testing based on classic American Peabody Picture Vocabulary Test ( PPVT -III in its revised and German version) presented in this paper is the thesis of initial lagging behind of linguistic (lexical, grammatical) competence level of language L2 of bilingual children from preschool age in relation to various sociolinguistic variables, which, however, with age may, under certain favourable conditions nearly equal competence of monolinguals and in the area of reception of language even exceed it. For testing the reception levels of German mental lexicon we used two approximately equally large groups of respondents in a bilingual secondary grammar school in Bratislava and Vienna. The hypothesis of our research was that bilingual Austrian-Czech/Slovak bilinguals from Austria would achieve significantly better results than the Slovak-German bilinguals from Slovakia. The test results, however, surprisingly disproved our hypothesis and want to contribute to the debate on setting minimum standards of language competence of bilinguals as well as on optimisation of conditions of bilingual or monolingual education of not only Slovaks abroad.
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Shirokova, Liudmila. "Modern Slovakistics ― Coordinates and Vectors. Collection of Reports of the International Scientific Conference Dedicated to the 30th Anniversary of the Teaching of the Slovak Language at the University of St. Kliment Ohridski in Sofia, 28.04.2021 / ed. by V. Panaiotov et al. Sofia: University Publishing House of St. Kliment Ohridsky, 2022. 480 p. (Book Review)." Slavic World in the Third Millennium 18, no. 3-4 (2023): 195–200. http://dx.doi.org/10.31168/2412-6446.2023.18.3-4.13.
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In 2022, a collection of articles “Modern Slovakistics ― Coordinates and Vectors” was published, based on the materials of an international scientific conference that took place on 04/28/2021 in Sofia and was dedicated to the 30th anniversary of the beginning of teaching of Slovak language at the University of St. Kliment Ohridsky. The authors of the articles ― scholars and teachers from Bulgaria, Slovakia, the Czech Republic, Russia, Slovenia, Serbia, Croatia, Germany ― consider a whole range of problems related to teaching students in specialties related to the Slovak language, culture, literature, translation skills. The book uses two languages ― Bulgarian and Slovak. The articles are grouped into four sections corresponding to the four main areas in Slovakian studies. The section “The Slovak language in the European context” examines the problems of history and current state of the language, its comparative and culturological aspects. The thematic spectrum of the section “Slovak literature in the European context” ranges from comparative studies and the links of literature with fine arts to trends in modern prose. The articles in the section “Slovak language and translation as a linguistic and cultural phenomenon” are devoted to the traditions of Slovak-Bulgarian literary translations, issues of adequacy and difficulties in translation work. The section “Teaching the Slovak language as a foreign language” contains articles on the peculiarities of the methodology of teaching the Slovak language at Slavic departments, on the problems of grammar of the Slovak language in theoretical and practical terms. A significant number of articles, the quality of research, and the breadth of the authors’ professional interests testify to the importance of the interchange of cultural and spiritual values in the Slavic world.
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Bryant, Dennis Michael. "The Form and the Function that Defines and Associates Definite and Indefinite Articles in English Grammar." International Journal of Culture and History 7, no. 1 (2020): 30. http://dx.doi.org/10.5296/ijch.v7i1.17213.
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Teachers expect that grammatical metadata is evidence-based, and not subject to inclusion of poetic licence as is evident in Twain’s ‘The Prince and the Pauper’ novel, in which two characters are found to be identical in form (being thitherto unrecognised identically shaped twins) as well as being alike in function (they both manage to pass as royal princes in-waiting). But it must be asked, could similar poetic licence have inadvertently found its way into the grammatical treatment of Articles? This question must be asked because past grammars have not used an evidence-based approach to describing Articles. To address this shortcoming, and believing that an analytical re-measurement is not out of place, this paper is confidant in proposing a substantial treatment of articles, which is based on kindred form and kindred function and not poetic licence. The methodology of this paper, which is to employ discerning exemplars of English sentences, emulates three recent publications, the first of which concerned altering word prominence in pursuit of grammatical convenience; while the remaining papers were concerned with ESL mastery of the verb complex; and lastly, the decoding of contractions. Given that some ESL learners have never required (nor acquired) Articles in order to attain first language competency (say, for example, Czech and some Baltic languages), this paper will serve to shed new light on the hidden-in-plain-sight operations of English, and could become a source document for today’s ESL teachers on the treatment of Articles.
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Williams, Christopher. "It’s complicated: The relationship between lexis, syntax and proficiency." Discourse and Interaction 16, no. 2 (2023): 124–44. http://dx.doi.org/10.5817/di2023-2-124.
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This paper explores the relationship between lexical and syntactic complexity measures and proficiency in L2 English argumentative essays written by L1 Czech high school students. Syntactic complexity is generally understood as referring to the “range and sophistication” (Ortega 2015) of grammatical constructions, whereas lexical complexity can refer to the range and frequency of the words used. The research used 100 essays written by final year high school students. Lexical complexity was analysed using the Lexical Complexity Analyzer (Ai & Lu 2010, Lu 2012), syntactic complexity using the L2 Syntactic Complexity Analyzer (Lu 2010, 2014) and Biber et al.’s (2011) hypothesised developmental stages for complexity framework. Despite a large number of measurements failing to produce any significant patterns, positive correlations were found between lexical diversity measures and vocabulary scores. Similarly, Mean Length of Clause (MLC) and Complex nominals per clause (CN/C) showed weak positive associations with grammar scores, as did Stage 5 of the developmental stages. The findings provide an insight into the kinds of complexity features that can be given more focus during instruction and underscore the potential of these measures as determinants of proficiency.
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Fried, Mirjam. "Constructing grammatical meaning." Studies in Language 31, no. 4 (2007): 721–64. http://dx.doi.org/10.1075/sl.31.4.02fri.
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In a usage-based analysis of four syntactic reflexives in Czech, this paper examines the question of representing speakers’ knowledge of polyfunctional grammatical categories. I argue that the reflexives form a prototype-based network of partially overlapping grammatical patterns, organized by the pragmatic concept of unexpected referential status in agent–patient relations. This concept is manifested in four distinct communicative functions: marking referential identity between agent and patient roles; distancing discourse participants from their involvement in the reported event; recasting a transitive event as a spontaneous change of state; expressing an attitude toward the reported event. Each function is shown to conventionally co-occur with a set of properties involving various combinations of the following: preferences in aspect and transitivity; semantic and/or pragmatic constraints on agents and patients; verb semantics; shifts in modality and pragmatic force; morphosyntactic constraints. Overall, the analysis supports the view that grammatical categories cannot be properly defined outside of broader grammatical context, thus arguing for a constructional approach to linguistic structure and for re-interpreting the principle of isomorphism in terms of ‘constructions’ in the sense of Construction Grammar.
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Müller, Gereon. "On Deriving CED Effects from the PIC." Linguistic Inquiry 41, no. 1 (2010): 35–82. http://dx.doi.org/10.1162/ling.2010.41.1.35.
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This article shows that a version of the Condition on Extraction Domain (Huang 1982) can be derived from the Phase Impenetrability Condition (PIC; Chomsky 2001, 2008) if the following assumptions are made: (a) All syntactic operations are driven by features of lexical items. (b) These features are ordered on lexical items. (c) All phrases are phases. (d) Edge features that trigger intermediate movement steps can only be added before the phase head becomes inert. Given (a–d), it follows from the PIC that extraction from XP is blocked if the operation that has merged XP is the final operation taking place in a phase: a last-merged specifier is a barrier because no edge feature can be inserted that might extract some item out of it; this induces a PIC violation on the following cycle. The analysis can be extended to cover freezing effects. Furthermore, it predicts the existence of the melting effect, illustrated in German and Czech: local scrambling in front of what would otherwise qualify as a last-merged specifier renders the specifier transparent for extraction. The most important assumption made here is that the timing of edge feature insertion is crucial (before vs. after in (d)). Accordingly, the analysis can be viewed as an argument supporting a strictly derivational organization of grammar.
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Gjoshi, Ragip. "Chronicle of Designing of Textbooks – ABC Books, Reading Comprehension and Grammar Books in Albanian Language in Kosovo 1886 – 2019." European Journal of Social Science Education and Research 6, no. 3 (2019): 44. http://dx.doi.org/10.26417/ejser.v6i3.p44-52.
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According to the pedagogue and scholar of the school textbooks, the textbook is a basic and mandatory school book, which serves as a basic tool and source of knowledge in the given field of study. Created in support of the education curriculum and didactically shaped, taking into account the psychophysical skills of the students, the subject matter of the course, the type of school, the degree and the profile of education. Students use it in all stages of the learning process and in everyday self-education. It is known that the existence of the scripture is mentioned by the old Babylonia when tile plates were used to write the textual content, as early as four thousand years ago. In addition to that, in ancient Egypt, the texts were written in papyrus, which was used even in old Greece and later in Rome. The parchment was used in the middle Ages, whereby it is believed that the texts were written two thousand years ago. The story of the proper text begins with the discovery of Jan Gutenberg's printing press in 1438. This is where the textbook as a massive book of education derives from. It was an epochal discovery. Meanwhile, while it is known that although Albanian is one of the oldest languages in Europe, it is however documented late. The first documents of the Albanian language are considered from the 15th century (Formula e Pagëzimit, Fjalorthi i A.Von Harfit dhe Perikopeja e Shen Matineut). Meanwhile, Buzuku (Meshari 1555), for us Albanians, is the starting point for text design. It was the time when the didactic reformer Czech pedagogue Jan Amos Komenski (1592-1670), with the first text in Latin, illustrated Orbis sensualium pictus (The Sensual World in Photography), arrived as the founder of the textbook theory. However, it can be concluded that the ABC book, the literature and grammar texts in particular, and the textbook in general, in Kosovo were of multiple importance to Albanians who were deprived of the right to education in Albanian language. The history of textbook design in Albanian language in Kosovo is very new. After the Renaissance, which was marked as a bright epoch in the effort to draft textbooks for Albanian schools, "The Literary Commission" (Komisia Letrare), established in Shkodra in 1916 would join to serve in the name of this cause. The aim of this body was to gather and publish the visions of Albanian folk literature such as: poetry and songs, tales, traditions, lessons, etc. Recently, efforts have been made to compile literary bibliographies in Albanian language. Nevertheless, it would be useful to continue with a bibliography of Albanian Language reading comprehension books in the school tradition in Albania, Kosovo and other areas where Albanians live and are educated in Albanian language. In Kosovo, Mati Logoreci is a pedagogue, is considered to be among the first textbook writers. This patriot and intellectual is a treasure of Albanian tradition in many fields, especially of education and school, as didactic, text analyst, organizer, controversial to highlight scientific, educational, social values. Mati Logoreci has an indisputable value in the history of the Albanian didactic thinking, in particular, the current educational values, adding to these values also some features of contemporary personality traits, traditional learning, within the learning methods. Logoreci was among the first Albanian educators in Kosovo. The path to development of the book in Albanian language in Kosovo was difficult, which at the same time is the best indicator of the situation of this group of the Albanians.
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Včelařová, Hana, Panajotis Cakirpaloglu, Daniel Dostál, and Jakub Hladík. "Academic Achievement, School Absence and Self-Concept in Czech Prepubescent Children with Overweight and Obesity." Psychologie a její kontexty 13, no. 1 (2022): 75–93. http://dx.doi.org/10.15452/psyx.2022.13.0006.
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Problem. The paper offers findings about selected educational aspects of children’s academic performance, examined here in terms of sociodemographic variables, BMI percentile values, cognitive test scores, weight bias internalization scale and self concept scale with an aim to detect whether and to what extent these factors contribute to children’s school results. Methods. 557 fifth graders were administered Vana’s Intelligence Test, the Piers‑Harris 2 self‑concept questionnaire and other tools. Children’s educational aspects were assessed in terms of school Absence, Grade Point Average, and Czech and Mathematics grades, with data obtained from their most recent report cards under the Informed consent of their legal representatives and in compliance with ethical standards. Results. Prepubescent children from stronger socio‑economic backgrounds suffer from overweight/obesity less often and perform slightly better at school. The present results suggest a link between weight bias internalization and overweight/obesity, and a somewhat weaker link between self‑concept and overweight/obesity in the non‑clinical population of prepubescent children. In these relationships of overweight/obese children, as in the cases of alarmingly high school absence, gender is an important variable. Multinomial logistic regression modelling the relationship between Czech and Mathematics grades and selected factors discovered that chances for a worse grade were significantly reduced by the results of Vana’s Intelligence Test in both the subjects, while the Self‑concept total score proved to be an insignificant factor. Conversely, pupils’ Czech grades were negatively influenced by increased BMI (quartile), higher Absence rate, male Gender, Presence of only one parent in the family and WBI, while in Mathematics, in addition to the above discussed, significant regressors only included Absence and Presence of only one parent. Discussions. The results of the Self‑concept total score, the level of which is generally lower in girls than in boys in the population of Czech prepubescent children, agree with other authors’ experience. The connection between the male sex and poorer performance in Czech can be partly explained by the fact that the development of speech, reading, writing and grammar is generally less complicated for school‑age girls than boys. We can ask why a higher BMI quartile increases the chances of a worse grade only in the case of Czech language? So far, we can only speculate about the causes. In our opinion, it is possible that the impact of parents’ education on the performance of children of this age is more pronounced in the Czech language (compared to Mathematics). The other possibility of the impact of the BMI quartile on the Czech grade is the significant predominance of boys in the o/o group. On the other hand, it should be noted that this argument would not explain the o/o children’s poorer Grade Point Average score. However, we believe that the above reasons answer partially this question. Conclusion. The vulnerability of o/o girls is pronounced in some domains of Selfconcept and Weight bias internalization, while in boys it is reflected in the more frequent occurrence of high levels of Absenteeism, with the precise causes of this being still subject to speculation. In this regard, workers in the cooperating professions should pay continuous attention to strengthening the desirable aspects of education and healthy lifestyle among vulnerable groups of children. Educational aspects of overweight/obese children should therefore continue to receive increased attention.
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Zdarek, Karel. "Role-Play Kitchen – A Web Application." Scenario: A Journal of Performative Teaching, Learning, Research VIII, no. 2 (2014): 62–74. http://dx.doi.org/10.33178/scenario.8.2.5.
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This paper introduces a web application designed primarily for language teachers to help them create and organize role-play and presents research results of the application testing in an educational setting. The work draws on the author’s previous research on a technique called “Radio Role-Play”, which uses the context of a fictional broadcast studio. Specifically, the idea for the app originated as an answer to certain limitations of the technique, mainly classroom organization aspects and the students’ time management within the role. The qualitative research is intended to find out how students perceive and evaluate the use of technology (the web application on tablets and smartphones) in role-playing, and how their role-playing experience might differ in comparison with non-digital (paper, oral) instruction. The application was tested with three groups of students aged 15-17 at Johannes Kepler Grammar School in Prague, Czech Republic, in May 2014. The data for this qualitative research were collected by means of an open questionnaire. The research findings are complemented with the teacher’s/author’s reflection in terms of the educational processes.
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Kučera, Miloš. "On Writing and Handwriting." Journal of Pedagogy / Pedagogický casopis 1, no. 2 (2010): 11–28. http://dx.doi.org/10.2478/v10159-010-0007-4.
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On Writing and Handwriting Writing is often considered secondary to the spoken language, as it is only coded sound-by-sound. But other scholars have demonstrated that writing is similar to ‘arithmetic’: a cognitive structuring, a shift to the meta-level (‘for the eye’). Handwriting (referred to here as the cursive writing in the sense of joined up handwriting, of ‘écriture liée’) differs from writing (in the first analysis): it has its own grammar composed of paradigmatic gestemes and tracemes and its own syntagmatic rules that connect them. In emotional terms, handwriting is designed to provide a special pleasure by its own drive (instinct, ‘Trieb’). But there is also cognitive aspect to it: the rapidity and fluidity of a cursive writing could be (in professional writing, for instance) more important (at the climax of the creative process) than it being legible for all eternity. The project of the new handwriting reform for Czech schools, abolishing the liaison between letters, is shown to be a modern and technically simplified form of calligraphy.
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Kiseleva, Larisa. "Direction of Linguistic Slavistics in Bashkir State University." Slavic World in the Third Millennium 17, no. 3-4 (2022): 240–49. http://dx.doi.org/10.31168/2412-6446.2022.17.3-4.11.
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This article is devoted to the main directions of the Slavic activities of the linguists of the Bashkir State University, namely scientific, educational, and cultural and elucidative. Within the framework of the scientific direction, comparative typological (in comparison with the Turkic languages) and sociolinguistic aspects are considered, and the results of the linguogeographic study of the Slavic languages (primarily Russian) are described. The specificity of the educational direction is based on the educational process, which involves the use of both traditional and new forms of studying and teaching foreign Slavic languages (Polish, Czech, Bulgarian, and Serbo-Croatian) within the walls of the Bashkir State University. The role of the mentioned and related disciplines (introduction to Slavic philology, comparative grammar of Slavic languages) in deepening the Slavic training of students of Russian studies is demonstrated. Attention is paid to relations with educational institutions in Slavic countries as an important factor in improving the quality of teaching foreign Slavic languages. The main parameters of the third direction — cultural and elucidative — are considered from the point of view of cooperation with the Slavic national cultural centres of the Republic of Bashkortostan, primarily the Polish Culture Centre and Education “Renaissance” and the Bulgarian Cultural Centre. The promising possibilities of this cooperation in terms of in-depth acquaintance of students with the history and culture of the country of the studied Slavic language are demonstrated. It is shown that cultural and elucidative work in the field of Slavic studies is integrated into scientific and educational activities and, combined, constitutes one of the facets of a single process aimed at maximizing student knowledge of foreign Slavic languages and fostering a tolerant attitude towards them.
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Zelenicka, Elena, Renata Pavlova, Olga Csalova, and Pavol Burcl. "Language Testing and Certification in an International Context." Integration of Education 27, no. 1 (2023): 155–70. http://dx.doi.org/10.15507/1991-9468.110.027.202301.155-170.
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Introduction. The aim of this research is to define what role continuous assessment plays in foreign language teaching. We analysed some of the most frequent communication and language mistakes by our research sample students in their written communications at the B2 level. We believe these correlations have yet to be closely studied in the context of the foreign language teaching process since there is a significant increase in the number of international students entering Slovak universities for programs implemented in the Slovak language. We also researched the current interest of our non-Slovak university students in verifying Slovak language competencies through ECL testing compared to the period before 2019 in correlation with their writing skills preparation. Materials and Methods. Our research sample included 200 randomly selected written communications by firstyear international students of our University in the period of 2019‒2022 in various fields of study at the age scale from 17 to 42. The students were from Russia, Serbia, Kazakhstan, Uzbekistan, Belarus, Ukraine, and the Czech Republic. We applied content analysis of the written communications concerning the most frequent mistakes from the morphological, syntactic and writing-accuracy points of view. We also used statistical methods to research the current interest in verifying foreign language competencies through ECL testing on the side of our international students. Results. The results delivered that the most frequent errors are typographical, mainly related to spelling, punctuation and paraphrasing; therefore, we can claim that in the Slovak language learning, it is significantly beneficial to focus on formal correctness, i.e. consistent acquisition of the Slovak language grammar system. We also identified the sociolinguistic adequacy of written communication problematic, i.e. style, clear statements formulations, and adherence to the text composition. The results also demonstrated the increase in our international university studentsʼ interest in verifying foreign language competencies through ECL testing compared to the period before 2019. Discussion and Conclusion. From the results it follows that teaching writing skills intensively with a focus on particularly identified problematic issues in written communications increases the learnersʼ language acquisition level. This study presents results that may be useful in the targeted language preparation of the international students recruited to Slovak universities as their home universities and their further preparation for undertaking Slovak language proficiency official verification. In addition, the results of our study may contribute to the further development of general professional education in foreign languages.
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GOLOB, Nina. "Foreword." Acta Linguistica Asiatica 6, no. 1 (2016): 5–6. http://dx.doi.org/10.4312/ala.6.1.5-6.
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Just before summer, when the air around university is filled with students' adrenalin due to numerous tests, we are pleased to announce our summer ALA issue. It was compiled bearing in mind that the outcome of such efforts is mainly students' of course, however, ours also; the outcome of teachers and researchers. In a very broad sense, this issue places importance on a successful second language pedagogical process, be it readability, pronunciation, generalization and application of grammatical rules, or their methodological issues. It supports the idea that reciprocal improvements on students' as well as teachers' and researchers' sides undoubtedly deliver best results in the language pedagogy as well as in linguistic research. Improvements that build upon expertise and considerable amount of real-life data. Improvements aspired to.Kristina HMELJAK SANGAWA in her article analized a collection of Japanese texts which had been linguistically simplified for learners of Japanese as a foreign language, and compared them to their original versions. The main aim of such analysis was to uncover different strategies that are used to make texts more accessible to learners. The author, however, makes some further steps and discusses the application of such strategies to assessing, selecting, and devising texts in a language classroom. Zuzana POSPĚCHOVÁ offers a detailed introduction to the method of prosodic transcription (PTR) for Standard Chinese established by phonetician Oldřich Švarný. The PTR method has taken several decades to form and it is nowadays a well established way of teaching Chinese prosody in the language courses around the Czech Republic. The article offers a short sample text, students' opinion on PTR, and an outline of the use of PTR in academic research. It concludes with the suggestion that PTR could be an international system of transcription capturing prosodic features worldwide. The idea in Mateja PETROVČIČ’s article also emerged from her experience with students of Chinese as a second language and their problems in the learning process. She highlights the so called liheci, a special type of Chinese polymorphemic verbs. Such verbs are known to sometimes accept one or more elements to infuse in between their morphemes, however, the author points out that word sketches such as Sketch Engine hardly offer any information on the behaviour of such words. She gives suggestions on how to include them.Liulin ZHANG offers a discussion on the two commonly recognized imperfective aspect markers in Mandarin Chinese zai and着zhe, and argues their qualifications as imperfective aspect markers based on the differences in their origins, historical evolutions, and corpus data. Alexander AKULOV is critical towards the methods in comparative linguistics that base on the characteristics of lexems of the compared languages. He points out that such methods do not suppose verification and therefore allow different, even opposing conclusions. In his article he suggests the comparison of grammars of the languages involved, and by using Prefixation Ability Index (PAI) and Verbal Grammar Correlation Index (VGCI) tackles the problem of Buyeo language group. His findings prove that Japanese and Korean belong to the same language group, and not just to the same language family. Finally, Pankaj DWIVEDI and Somdev KAR contributed a survey article on a Hindi dialect called Kanauji. The article exposes problems researchers have to deal with on the field when monitoring and documenting spoken language of a certain area, and fitting the findings into concepts such as a language and a dialect.
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Smółkowa, Teresa. "Języki zachodniosłowiańskie wobec pożyczek angielskich w ostatnim dwudziestoleciu – gramatyka, leksyka, pragmatyka, uwarunkowania społeczno-kulturowe." Studia z Filologii Polskiej i Słowiańskiej 50 (December 31, 2015): 223–36. http://dx.doi.org/10.11649/sfps.2015.013.
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West Slavic languages and English loanwords in the last two decades – an overview of grammar, lexicon, pragmatics and the socio-cultural contexThe recent decades, as is generally acknowledged, have been a period of profound changes in Central and Eastern Europe. These changes are reflected in the lexicon. Nominative needs have caused a remarkable vocabulary growth, with loanwords constituting a numerous and still growing group. The main research goal of the authors of the monograph project introduced in this article is to look into the influence of the English language upon West Slavic languages. The effect of Anglicisms on the phonetic, morphological and lexical subsystems will be subject to an in-depth examination. Of particular importance will be the adaptative processes affecting these loanwords in Czech, Polish and Slovak. The authors will also take into account the pragmatic aspect of borrowings as well as their functioning in the social and cultural context. This contrastive approach will make it possible to indicate similarities and differences in the process of assimilating English borrowings into West Slavic languages. Języki zachodniosłowiańskie wobec pożyczek angielskich w ostatnim dwudziestoleciu – gramatyka, leksyka, pragmatyka, uwarunkowania społeczno-kulturoweArtykuł jest poświęcony omówieniu planowanej monografii na temat nowszych i najnowszych pożyczek angielskich w językach: czeskim, polskim i słowackim. Ostatnie dziesięciolecia były, jak wiadomo, okresem zasadniczych zmian w Europie środkowo-wschodniej. Zmiany te odzwierciedla leksyka. Potrzeby nominatywne spowodowały ilościowy wzrost słownictwa, w którym odrębną grupę – liczną i ciągle rosnącą – stanowią pożyczki. Zasadniczym celem badaw czym autorów monografii jest odpowiedź na pytanie, jaki jest wpływ języka angielskiego na języki zachodniosłowiańskie. Przedmiotem szczegółowych rozważań będzie oddziaływanie anglicyzmów na podsystemy fonetyczny, morfologiczny, leksykalny. Za ważne uznaje się zwłaszcza prześledzenie procesów adaptacyjnych tych pożyczek w języku czeskim, polskim i słowackim. Autorzy uwzględnią także aspekt pragmatyczny zapożyczeń oraz ich funkcjonowanie w kontekście społecznym i kulturowym. Ujęcie konfrontatywne umożliwi wskazanie podobieństw lub różnic w procesie przyswajania przez języki zachodniosłowiańskie pożyczek angielskich.
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Sulyak, S. G. "V.A. Frantsev and Carpathian Rus." Rusin, no. 64 (2021): 89–114. http://dx.doi.org/10.17223/18572685/64/5.
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Frantsev Vladimir Andreevich (April 4 (16), 1867 – March 19, 1942) – a Russian Slavicist, who authored more than 300 works on Slavic studies. He graduated from a Warsaw grammar school, then studied in the Imperial Warsaw University. In 1893–1895, V. Frantsev made several journeys abroad with the academic pupose. In 1895, he began to prepare for the master’s degree. In 1897, he went abroad and spent three years there. In 1899, V.A. Frantsev made a trip to Ugrian Rus, after which published an article “Review of the most important studies of Ugric Rus” in the Russian Philological Bulletin (1901, Nr. 1–2) in Warsaw. During his trip, V.A. Frantsev met and subsequently maintained contacts with prominent figures in the revival of Ugrian Rus. In 1899, he became Associate Professor of the Department of the History of Slavic Dialects and Literatures of the Imperial Warsaw University, in 1903 – an extraordinary professor, in 1907 – an ordinary professor. In 1900–1921, V.A. Frantsev lectured at the University of Warsaw, which in 1915 moved to Rostov-on-Don in connection with WWI. Teaching actively at the University, he devoted his free time to archival studies, working mainly in the Slavic lands of Austria-Hungary, where he went “for summer vacations” from 1901 to 1914. Sometimes he continued his work during the winter vacations and Easter holidays, as in 1906/07 and in 1907/08, when the university did not function due to student unrest. V.A. Frantsev reported to the “Society of History, Philology and Law” at the University of Warsaw, of which he was an active participant. In 1902–1907, Frantsev published almost all of his major works (except P.Y. Shafarik’s correspondence, published much later). Among them were his master’s thesis “An Essay on the History of the Czech Renaissance” (Warsaw, 1902), doctoral dissertation “Polish Slavic Studies in the late 18th and first quarter of the 19th century” (Prague, 1906), “Czech dramatic works of the 16th – 17th centuries” (Warsaw, 1903), etc. In 1909, during heated discussions on the future structure of Chełm-Podlasie Rus, he published “Maps of the Russian and Orthodox population of Chełm Rus with statistical tables”. In 1913, V.A. Frantsev became a member of the Czech Royal Society of Sciences. Since 1915, he was a corresponding member of the Imperial Academy of Sciences in St. Petersburg in the Department of Russian Language and Literature. He did not accept the October Revolution, yet never publicly opposed the new government. At the end of 1919, he received an offer from the Council of Professors of the Prague Charles University (Czechoslovakia) to head the Russian branch of the Slavic Seminar. In Czechoslovakia, he became a professor at Charles University. In 1927, he took Czechoslovak citizenship. V.A. Frantsev’s life was associated with the Russian emigration. He was a full member and chairman of the Russian Institute, as well as chairman of the “Russian Academic Group in Czechoslovakia”, deputy chairman of the “Union of Russian Academic Organizations Abroad”, a member of the Commission for the Study of Slovakia and Subcarpathian Rus. In 1924, the Uzhhorod “A. Dukhnovich Cultural and Educational Society” republished V.A. Frantsev’s From the Renaissance Era of Ugric Rus under the title On the Question of the Literary Language of Subcarpathian Rus and a brief From the History of Writing in Subcarpathian Rus (1929). In 1930, The Carpathian Collection was published in Uzhhorod, with Frantsev “From the history of the struggle for the Russian literary language in Subcarpathian Rus” in the preface. He spent his last years in Czechoslovakia occupied by Nazi Germany. V.A. Frantsev died on March 19, 1942, a few days before his 75th birthday. He is buried in the Olshansk cemetery in Prague.
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Narbutienė, Daiva. "Ivano Luckevičiaus gudų muziejaus bibliotekos senųjų knygų paveldas / The Heritage of Old Books from in the Library of the Ivan Lutskevich Belarusian Museum." LMA Vrublevskių bibliotekos darbai 12 (2023): 85–112. http://dx.doi.org/10.54506/lmavb.2023.12.5.
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The Ivan Lutskevich Belarusian Museum was established in Vilnius over a century ago, in 1921. It was based on the documentary heritage of the Grand Duchy of Lithuania collected by Ivan Lutskevich (1881–1919), historian, archaelogist and bibliophile, who also was a prominent activist in the Belarusian community in Vilnius. The holdings of the museum also contained various artifacts acquired by Lutskevich in archaeological expeditions and donated to the Belarusian Scientific Society in 1916. The reorganization of Vilnius museums that began in 1939 caused the complete liquidation of the Ivan Lutskevich Belarusian Museum in 1945. At that time print publications and manuscripts from the holdings of the museum were handed over to the then Library of the Lithuanian Academy of Sciences. The museum’s library contained over 14 thousand volumes, with the collection of early print books (15th–18th centuries) consisting of about 600 items. The two-part Belarusian-language catalogue compiled in 1943 by the art scholar Vladas Drėma, museum custodian, contains 411 numbered entries for the books passed on to the Lithuanian Academy of Sciences. Based on this catalogue, which is now kept in the Library’s Manuscripts Department and on other sources, the article aims to examine the heritage of 15th–18th-century books kept in the Rare Books Department of the Wroblewski Library. The Drėmaʼs catalogue lists the old publications by century: one book from the 15th century, 24 from the 17th century; 293 from the 18th century (several of which might actually belong to the 19th century). There are 411 books in total. At present, we have been able to identify 224 15th–18th-century books (208 titles) that come from library of the Belarusian Museum: eight books from the 15th century, 21 books from the 16th century, 47 from the 17th century, and 144 from the 18th century. These statistical data, however incomplete, show that not all old publications have been described in Drėma’s catalogue. The collection includes rare printing masterpieces such as eight incunabula, the earliest of which is the Czech-language Biblia Bohemica published in Prague in 1488 and Biblia Latina printed in Basel in 1491 (these and other five incunabula are not listed in Drėma’s catalogue). The first entry in the catalogue is Pentecostarion (Триодь цветная), a liturgical book published in Cracow about 1493 by Schweipolt Fiol, pioneer of Cyrillic printing. Other notable entries are printing masterpieces of the Grand Duchy of Lithuania such as Part 4 of Бивлия руска published by Francysk Skaryna in Prague in 1519, the Slavonic grammar by Meletius Smotrytsky published in Vievis at the printing house of the Holy Spirit Brotherhood in 1619, extremely rare publications by the Vilnius Jesuit Academy, Basilian, and other printing houses of those times. The Belarusian Museum’s collection of old books is notable for its linguistic and thematic diversity. Most of the books, about 45 per cent, are in Polish; 25 per cent (53 publications) are in Church Slavonic, Old Slavic and Russian; 15 per cent (30 publications) are in Latin; several publications each are in French (six) and German (two), one incunabulum is in Czech. The content of the books is discussed after dividing them into two groups of equal quantity: religious and secular literature. A list of so-far identified old books is provided at the end of the article. Keywords: Ivan Lutskevich Belarusian Museum; heritage of old books; Vladas Drėma; manuscript catalogue; The Wroblewski Library of the Lithuanian Academy of Sciences; Rare Books Department.
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Selihey, P. O. "Failed language predictions: history giving lessons." Movoznavstvo 313, no. 4 (2020): 3–23. http://dx.doi.org/10.33190/0027-2833-313-2020-4-001.
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The external history of individual languages shows attempts to predict their future. Time has shown that these predictions were both true and false. The article on the material of some languages analyzes what exactly predicted them in the past and what happened to them later. For example, in 16–17th centuries English was perceived as «backward» and «peasant», which should give way to a more perfect Latin. In the middle of the 20th century the Russian language was foretold the status of a world language after the victory of communism throughout the world. Quite often predictions about the near death of languages experiencing linguicide turned out to be false. Fr. Engels predicted the disappearance of «small» Slavic peoples and their languages (Czechs, Slovaks, Croats, Slovenes). In the 18th century, the Swedish administration predicted the rapid disappearance of the «hopeless» Finnish language. Sometimes optimistic forecasts were not confirmed either. At one time, nobody could foresee the rapid decline of Yiddish. As a result of the Nazi Holocaust and the subsequent assimilation of the Jews, the demographic power of this language decreased by more than 20 times. At the same time, Hebrew has unexpectedly overcome the opposite path during the incomplete century: from a half dead book language to a universal means of communication in all communicative spheres. The history of the Ukrainian language abounds with predictions of its imminent decline. The respective forecasts were given not only by assimilators, but also by native speakers. Thus, in the 19th century one of the motives for compiling grammar and dictionaries was the fear that in the future it would be impossible to do so, as the language is doomed to death. From chauvinistic point of view the Ukrainian language was perceived as unviable, which served as a basis for administrative oppressions and prohibitions. The misconceptions about its futility and near death existed in fact until the end of the 20th century. Unfulfilled predictions about the decline of languages give reason to formulate a recommendation: even if the language is subject to linguicide, it is not necessary to be pessimistic and to lose heart. The belief in a better future, the position «not to give up under any circumstances», the guide to an uncompromising fight for the language is practically expedient and psychologically advantageous. The second conclusion: there are still no reliable forecasting methods in linguistics. This is a big gap, because, apart from cognitive function, science must also have a predictive function. Prediction of the future of the language should become a topical task of modern linguistics.
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Giger, Markus, and Jana Kocková. "Grenzüberschreitungen an der Peripherie: Aspektuelle Funktionen von Aktivpartizipien und Verbalsubstantiven im Tschechischen." Zeitschrift für Slawistik 69, no. 1 (2024): 1–26. http://dx.doi.org/10.1515/slaw-2024-0001.
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Summary Non-finite verb forms are located at the boundary of the verbal paradigm. On the one hand, they are formed paradigmatically and – if they are not lexicalized – correspond semantically to the underlying verb; on the other hand, they behave syntactically like nominal forms. Their interpretation and thus their treatment in grammars and in corpus annotation differ in individual national philological traditions. In the present text, the behavior of Czech participles and verbal nouns is investigated with respect to the category of verbal aspect. On the basis of excerpts from electronic corpora (Czech National Corpus), it is shown that both participles and verbal nouns express aspectual functions. Even more, they are capable of overstepping boundaries of codification and formal description and actualizing these aspectual functions in concrete contexts. However, participles and verbal nouns do not behave in the same way, but follow certain lines, which are given by differences in codification, formal morphology and syntactic functions.
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Dittmann, Robert. "The Czech language of Jews in Přemyslid Bohemia of the eleventh to fourteenth century." International Journal of the Sociology of Language 2016, no. 238 (2016). http://dx.doi.org/10.1515/ijsl-2015-0043.
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AbstractThe contribution discusses aspects of the language of Czech Jewry residing in Prague during the Přemyslid reign. The author shows that their vernacular was basically identical with contemporary Prague Czech. The corpus of Canaanite, i.e., Slavic, especially Old Czech glosses in Hebrew script is remarkable for its orthography, phonology, lexicology and grammar. The author discusses the linguistic situation with respect to multilingualism, Slavic interpretation of the glosses, their functions and features and several sociolinguistic aspects such as archaisation, place names in communication and name giving.
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Morávková, Naděžda. "František Alois Hora (1838–1916) – Ambassador for Polish Culture in West Bohemia and his Relations with 19th century Polish Intellectuals." Czech-polish historical and pedagogical journal 13, no. 2 (2021). http://dx.doi.org/10.5817/cphpj-2021-017.
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This paper is dedicated to František Alois Hora (1838–1916), a Pilsen teacher, writer and translator, who broke down borders between Czechs and Poles. He translated more than 50 Polish authors, in particular Józef Ignacy Kraszewski, Stanisław Grudziński, Adam Pług, Eliza Orzeszkowa, Władysław Bogusławski, Wilhelmina Zyndram-Kościałkowska, Helena Janina Boguska – Hajota, Józefa Sawicka – Ostoja, Zygmunt Miłkowski – T. T. Jez, Bolesław Prus and Henryk Sienkiewicz. He established personal friendships with most of these writers, and his papers in the Pilsen City Archives contain many interesting letters in Polish. He compiled and published a Polish-Czech dictionary, Czech-Polish dictionary and Polish practical grammar, organised free Polish language courses and popularised the culture and literature of Poland. Although his work is of great significance, interest of literary or history researchers has remained scant right up to the present day.
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Matiasovitsová, Klára, Petra Čechová, Jakub Sláma, Kamila Homolková, and Filip Smolík. "Mean Length of Utterance in Czech Toddlers: Validity Estimates and Comparison of Words, Morphemes, and Syllables." Journal of Speech, Language, and Hearing Research, February 28, 2024, 1–16. http://dx.doi.org/10.1044/2023_jslhr-23-00251.
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Purpose: We examined the properties of mean length of utterance (MLU) in Czech, a morphologically complex Slavic language. We compared the scores of MLU calculated in different units and based on different sample lengths and assessed its validity against another transcript and test-based measures. Method: One hundred nine children were recorded during free-play at 2;6 and 3;11 (years;months). We compared MLU in syllables, morphemes, and words (MLU w ) in transcripts of different lengths (50, 75, 100, and all available utterances). For evaluating the validity of MLU, we also calculated Index of Productive Syntax (IPSyn) and number of different words (NDW) and used results of receptive vocabulary and grammar comprehension tests. Results: The different MLU measures based on different sample lengths correlated closely with MLU in transcripts of all utterances (all r s > .87). We found mostly strong correlations between MLU, IPSyn, and NDW at both time points and weak or moderate correlations between MLU and grammar and vocabulary. Regression models showed the significant unique effect of MLU w at 2;6 for MLU w (β = .29) and grammar (β = .33) at 3;11 and vocabulary (β = .27) at 3;7. Conclusion: MLU w based on all utterances was confirmed as a valid measure of early language skills in Czech, as it is stable in time and shows concurrent and predictive relations with other transcript-based and test-based measures. Supplemental Material: https://doi.org/10.23641/asha.25215203
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"Сampaigning against the «nationalistic wrecking» in translations in Ukraine in 1933-35". Journal of V. N. Karazin Kharkiv National University Series: Foreign Philology. Methods of Foreign Language Teaching, № 89 (2019). http://dx.doi.org/10.26565/2227-8877-2019-89-06.
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The study deals with the Soviet translation policy into Ukrainian in 1933-35, when a gradual shift in official judgments on translation took place and a new function of translations, the one connected with nationalities policy, emerged, as translations became considered an instrument of consolidation of the Soviet Union republics around Russia. Stalinist regime has been shown to have attempted to openly regulate literary expression in translated books, including not only the textual choices and source language, but even the translation methods. The study describes a unique for the XX century Europe campaign in press against “the nationalistic wrecking” in translation incriminating the translators a nationalistic distortion and counterrevolutionary actions toward separating the Ukrainian language from Russian (and not at all inaccuracy of translation!).which triggered plentiful relay translations as well as retranslations and revisions to near the texts to Russian. Five condemning publications against “wreckers” in translation of both political literature (“distortions” of Lenin’s works in the translations edited by Scrypnyk) and fiction (“distortions of Maхim Gorky works and of Sholokhov’s Virgin Soil Upturned in Ukrainian translations), as a part of the campaigning accessible to the observer. The campaign has been displayed to have triggered plentiful retranslations and revisions to near the texts to Russian. Their vocabularies were purged of “archaisms,” or words harkening back to national history, and “alien” elements (e.g., the vocabulary of Polish or Czech origin), and the prohibited words and other elements were replaced by “internationalist” ones (Russian-derived modern vocabulary and grammar constructions borrowed from Russian).
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Pekarek Doehler, Simona, Hilla Polak-Yitzhaki, Xiaoting Li, Ioana Maria Stoenica, Martin Havlík, and Leelo Keevallik. "Multimodal Assemblies for Prefacing a Dispreferred Response: A Cross-Linguistic Analysis." Frontiers in Psychology 12 (September 27, 2021). http://dx.doi.org/10.3389/fpsyg.2021.689275.
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In this paper we examine how participants’ multimodal conduct maps onto one of the basic organizational principles of social interaction: preference organization – and how it does so in a similar manner across five different languages (Czech, French, Hebrew, Mandarin, and Romanian). Based on interactional data from these languages, we identify a recurrent multimodal practice that respondents deploy in turn-initial position in dispreferred responses to various first actions, such as information requests, assessments, proposals, and informing. The practice involves the verbal delivery of a turn-initial expression corresponding to English ‘I don’t know’ and its variants (‘dunno’) coupled with gaze aversion from the prior speaker. We show that through this ‘multimodal assembly’ respondents preface a dispreferred response within various sequence types, and we demonstrate the cross-linguistic robustness of this practice: Through the focal multimodal assembly, respondents retrospectively mark the prior action as problematic and prospectively alert co-participants to incipient resistance to the constraints set out or to the stance conveyed by that action. By evidencing how grammar and body interface in related ways across a diverse set of languages, the findings open a window onto cross-linguistic, cross-modal, and cross-cultural consistencies in human interactional conduct.