Bibliografie tematiche / Czech language – Grammar

Letteratura scientifica selezionata sul tema "Czech language – Grammar"

Autore: Grafiati
Pubblicato: 26 luglio 2024

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Articoli di riviste sul tema "Czech language – Grammar"

1

Hurytová, Ivana. "Czech Teachers´ Subjective Theories about Teaching Grammar". Bellaterra Journal of Teaching & Learning Language & Literature 15, n. 4 (23 dicembre 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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2

Švelch, Jaroslav, e Tamah Sherman. "“I see your garbage”: Participatory practices and literacy privilege on “Grammar Nazi” Facebook pages in different sociolinguistic contexts". New Media & Society 20, n. 7 (3 agosto 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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3

Safyanyuk, Zoryana. "Peculiarities of Real Educational Institutions Functioning in the Subcarpathian Rus (Pidkarpatska Rus)". Journal of Vasyl Stefanyk Precarpathian National University 1, n. 2-3 (22 dicembre 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, n. 4 (23 dicembre 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 e Jan Švec. "Is it Possible to Re-Educate Roberta? Expert-Driven Machine Learning for Punctuation Correction". Journal of Linguistics/Jazykovedný casopis 74, n. 1 (1 giugno 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 e Ivana Lukšová. "Crowdsourcing in Language Classes Can Help Natural Language Processing". Proceedings of the AAAI Conference on Human Computation and Crowdsourcing 2 (5 settembre 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 e 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, n. 38 (1 gennaio 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, e Jan Curín. "Automatic Extraction of Terminological Translation Lexicon from Czech-English Parallel Texts". Text Corpora and Multilingual Lexicography 6, n. 3 (17 dicembre 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, n. 1 (30 aprile 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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Tesi sul tema "Czech language – Grammar"

1

Hana, Jiri. "Czech clitics in higher order grammar". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1188232919.

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Meyer, Roland. "VP-fronting in Czech and Polish : a case study in corpus-oriented grammar research". Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/866/.

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Abstract (sommario):
Fronting of an infinite VP across a finite main verb-akin to German "VP-topicalization"-can be found also in Czech and Polish.
The paper discusses evidence from large corpora for this process and some of its properties, both syntactic and information-structural.
Based on this case, criteria for more user-friedly searching and retrieval of corpus data in syntactic research are being developed.
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3

Zaal, Frida. "Attitudes towards Grammar Teaching : According to One Czech and Five Swedish Teachers of English to Speakers of Other Languages". Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23932.

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The principal aim of this study was to investigate what grammar is taught by Teachers of English to Speakers of Other Languages (TESOL) in both Swedish compulsory school (years 6-9) and upper secondary school (gymnasiet), how it is taught and why. Further questions investigated what research TESOL base their teaching on, what their attitudes are in relation to the relevant curriculum, and what research into grammar teaching (e.g. approaches and methods) has revealed. The study also examined the Swedish National Agency of Education’s views on grammar teaching. Six interviews were conducted with five teachers of English to speakers of other languages working in Swedish schools, and one Czech teacher of English to speakers of other languages working at an international school. The findings were evaluated against research into grammar teaching. Although the Swedish National Agency of Education recommends that school years 6-9 should include an explicit focus on grammar, it does not specify exactly what should be taught. At upper secondary level, teaching grammar is not mentioned at all in the main syllabus. As the only reference to it is buried in the accompanying detailed explanatory notes, teachers tend to interpret the English syllabus differently. Consequently, the syllabus does not encourage equal educational opportunities. Despite the Agency’s vague recommendations, five out of the six teachers in this study do teach grammar and believe it to be a key to language learning. However, the methods used by the five Swedish teachers in this study do not appear to be research informed, and three of them rely heavily on the textbook producers’ choice of grammatical items to focus on. On the other hand, the teacher in the international school clearly uses methods that are research informed. One of the problems appears to be that the teachers in Sweden do not have easy access to current research findings that are comprehensive and non-conflicting, neither during their time at university nor in their working life.
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Feldman, Anna. "Portable language technology a resource-light approach to morpho-syntactic tagging /". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1153344391.

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Beneš, Vojtěch. "Syntaktický analyzátor pro český jazyk". Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2014. http://www.nusl.cz/ntk/nusl-236022.

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Master’s thesis describes theoretical basics, solution design, and implementation of constituency (phrasal) parser for Czech language, which is based on a part of speech association into phrases. Created program works with manually built and annotated Czech sample corpus to generate probabilistic context free grammar within runtime machine learning. Parser implementation, based on extended CKY algorithm, then for the input Czech sentence decides if the sentence can be generated by the created grammar and for the positive cases constructs the most probable derivation tree. This result is then compared with the expected parse to evaluate constituency parser success rate.
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KAMENÍK, Josef. "Přechodníkové konstrukce v barokních textech". Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-174509.

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The topic of this diploma thesis is an analysis of the baroque period's transgressives. Both the contemporary norm relative to the transgressives and its theoretical reflexion are observed on the base of five grammar writings from the given historic age. An obtained knowledge is then compared with a material excerpted from the writings corresponding to their date of origin during the period in baroque. The oldest of these scholarly writings is "Mappa katolická" by Jiří Plachý, followed by "Kronika klattovská" written by Jan Florián Hammerschmid and a late baroque polemic "Obzvláštné pravdy náboženství katholického" by Jan Hubálek. In this thesis, the transgressives are examined from both phonological and morphological point of view, but the greatest emphasis is placed on problematic facets, such as the gender congruence, the aspect of source verb and the transgressives' meaning derived from the primal participles. The diploma thesis sets its goal to describe the state of baroque transgressives and their using in contemporary literature as exactly as possible. Beside of these, it aims to specify the trend, on which end is the current wither of these grammatical forms.
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Fiyalka, Svitlana. "Kognitivní předpoklady interferenčních jevů v rovině gramatiky v situaci rusko-českého individuálního bilingvismu". Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390032.

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The thesis shows the approaches of cognitive grammar to the description and analysis of case category's functioning in Czech and Russian languages. Attention is limited to the cognitive grammar as it interpreted by American linguist R. Langacker. Cognitive researches on Slavic languages by L. Janda are also crucial for this diploma. From this point of view the thesis's author studies the interferential phenomena which are typical for Russian-language speakers when they use the Czech language. In other words, by means of conceptual apparatus relevant to cognitive grammar author explains the different use of case category in both these languages. Keywords Cognitive grammar, case, interference, Czech language, Russian language
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Wagner, Peter. "Gramatika severozápadní olaštiny (lovárštiny)". Doctoral thesis, 2012. http://www.nusl.cz/ntk/nusl-307978.

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The descriptive grammar analyzes the North West variety of Lovari, i.e. the Hungarized Vlax dialect of Romani. The analysis is based upon fieldwork recordings and upon few written texts. The study presents the delimitation against related varieties and dialects, the sociolinguistic situation of the speakers, phonetics, phonology, phonetic alteration, and an overview of relevant grammatical categories. One chapter is dedicated to nominal and verbal morphology, to the use of forms, word formation and morphology of the preposition. The chapter on syntax describes non-morphological onomasiology, the structure of the noun phrase, presents frequent adverbs and modal, aspect, and discourse particles. The chapter on syntax continues with the clause structure, sentence types, the word order mechanisms, subordination and coordination. From a typological viewpoint, the language of the study is flective, employing several nominal and verbal inflectional classes, and agglutinative with respect to several morphological classes, such as case and tense marking. It is fusional in a sense, that number is cumulatively coded together with other features, with gender in nominal inflection, and with person in verbal inflection.
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Frontzová, Kateřina. "Specifika výuky češtiny pro řecké rodilé mluvčí". Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-353822.

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(English) This master thesis deals with specific approach to Greek native speakers whilst teaching Czech as foreign language. On the basis of typological comparison of Czech with Modern Greek it seeks similarities and differences between those two languages and draws conclusions for teaching. This paper also concerns with concepts of grammar, teaching methods and presentation of selected grammatical categories from the didactics point of view. The practical part of the thesis proceeds from the research focused on Modern Greek verbal system and suggests that one of the alternatives how to teach the category of aspect to Greek native speakers is using temporal-aspectual markers. The purpose of this thesis is to provide Czech teachers with linguodidactic recommendations facilitating teaching students of Greek origin.
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KUTLÁKOVÁ, Michala. "Čeština jako cizí jazyk. Modifikovaný lingvistický popis vybraných gramatických kategorií češtiny". Doctoral thesis, 2015. http://www.nusl.cz/ntk/nusl-187493.

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The goal of this dissertation is to propose and develop theoretical linguistic basis for the branch of Czech as a foreign language. Specifically, it deals with the complex linguistic description of Czech grammar in the function of a foreign language, which would introduce a theoretical solution for the processing of didactic grammars of Czech for foreigners. This description is supposed to provide such a range of linguistic information, which depending on the purpose, enables the variable processing of language structures and simultaneously clarifying the relationships and connections between them. Above mentioned linguistic description of Czech as a foreign language is focused on a specific group of non-native speakers, in our case, a group of non-native speakers, whose mother tongue is German. As it is a model process of description in this dissertation, the attention is only paid to the selected grammatical categories of Czech, namely the grammatical category of the genitive of substantives and verbal aspect. The issue of the description of the grammar of a natural language is initially discussed in general terms, in the part where we define the types of grammars that are relevant to our work. Subsequently we characterize both languages, i.e. Czech and German, in the terms of their differentiation, stratification and typological point of view. The particular linguistic description and its model application, which is the core of this work, is called a modified linguistic description with the reference to Dolník J. (1993). This description is based on five sources. These are the theoretical works of leading Czech and Slovak linguists, dealing with the issue of natural language and works describing Czech grammar. Further starting points for the proposed comprehensive description of Czech grammar is to define particular reference levels according to SERR for Czech as a foreign language, a research unit focused on the target group of non-native speakers and their perception of the difficulties of Czech grammatical phenomena, and last but not least, the research probe carried out in the particular corpora of the Czech National Corpus.
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Libri sul tema "Czech language – Grammar"

1

Janda, Laura A. Czech. München: Lincom Europa, 2000.

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Townsend, Charles Edward. Czech through Russian. Bloomington, Ind: Slavica, 2000.

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Váchalová, Soňa. Survival Czech. Voznice [Czech Republic]: Leda, 2003.

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4

Šára, Milan. Čestina pro cizince =: Czech for English-speaking students. 3a ed. Praha: Státní pedagogické nakladatelství, 1988.

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Dušková, Libuše. Mluvnice současné angličtiny: Na pozadí češtiny. Praha: Academia, 1988.

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Grepl, Miroslav. Skladba češtiny. V Olomouci: Votobia, 1998.

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7

Blahoslav, Jan. Gramatika česká Jana Blahoslava. V Brně: Masarykova Univerzita, 1991.

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Čechová, Marie. Čeština, řeč a jazyk. 2a ed. Praha: ISV, 2000.

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Jan, Petr, e Ústav pro jazyk český ČSAV., a cura di. Mluvnice češtiny. Praha: Academia, 1986.

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Štícha, František. Akademická gramatika spisovné češtiny. Praha: Academia, 2013.

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Capitoli di libri sul tema "Czech language – Grammar"

1

Klabal, Ondrej. "Chapter 9. Teaching contrastive legal grammar for translators". In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training, 156–76. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.09kla.

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This chapter instrumentalises an area of foreign language teaching that is often neglected in translation programmes’ curricula, namely the contrastive grammar of specialised languages. More specifically, this chapter addresses the incorporation of the contrastive grammar of legal English and Czech into an English grammar classroom. First, the rationale behind such an approach is presented with reference to the existing legal translation competence models and curricular design. Second, a number of linguistic phenomena encountered in English legal texts, and possibly neglected in English language classes for translators, are discussed from a socio-constructivist training perspective, and a series of exercises is presented that may be used, or adapted for use, by the instructors of such courses to help them cover these specific aspects of English grammar.
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Horák, Aleš, e Vladimír Kadlec. "New Meta-grammar Constructs in Czech Language Parser synt". In Text, Speech and Dialogue, 85–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11551874_11.

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Bojar, Ondřej. "Problems of Inducing Large Coverage Constraint-Based Dependency Grammar for Czech". In Constraint Solving and Language Processing, 90–103. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11424574_6.

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Izotov, Andrey. "Materials for Czech Grammar". In Language – Mind – Communication. Issue 42, 85–144. LLC MAKS Press, 2011. http://dx.doi.org/10.29003/m37.lmc2011-42/85-144.

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Bartošová, Jitka, e Ivona Kučerová. "On PERSON, animacy, and copular agreement in Czech". In The Grammar of Copulas Across Languages, 130–52. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198829850.003.0007.

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This chapter provides novel empirical evidence from agreement in Czech copular clauses that the [+PERSON] feature is dependent on animacy (Adger and Harbour 2007, Nevins 2007, a.o.). The core evidence comes from agreement with φ‎-feature-deficient pronouns. It is argued that agreement with φ‎-feature-deficient pronouns yields a Multiple Agree configuration (Hiraiwa 2005). Strikingly, the interpretation of such a pronoun is restricted by all φ‎-features present in the Multiple Agree chain. Thus if a φ‎-feature-deficient pronoun with an unvalued PERSON feature enters a Multiple-Agree chain with valued φ‎-features, including a valued PERSON feature, then the PERSON feature restricts the interpretation of the antecedent of the pronoun. Crucially, this happens only if the pronoun gets valued as [+PERSON]. It is argued that this is because [+PERSON] pronouns have φ‎-feature valuation restricted by GENDER presuppositions associated with animate referents (Heim 2008, Sudo 2012, a.o.).
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Petrukhina, Elena. "SYSTEM APPROACH IN THE STUDY OF DERIVATION AND MORPHOLOGY IN THE SLAVIC LANGUAGES AND THE NEW SCIENTIFIC PARADIGM". In Czech Linguistics in Russia in the new Millennium : Collection of articles dedicated to the memory of the honoured professor of the Lomonosov Moscow State University Alexandra Grigoryevna Shirokova, 13–28. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1493.978-5-317-06484-6/13-28.

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The articles referring to the works of A. G. Shirokova considers the actuality of the system and function approaches in modern linguistics, including comparative analysis of Slavic languages. It also discusses possible applications and further development of these approaches with regard to Slavic word formation and the category of aspect. The author shows that it is hardly possible to explain the differences in semantics and use of aspect (as well as other grammar forms) between Russian and Czech without the system approach.
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Sihler, Andrew L. "Accent". In New Comparative Grammar of Greek and Latin, 233–34. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195083453.003.0051.

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Abstract In many languages particular syllables have special prominence relative to others. This prominence, which is the result of variations of amplitude or pitch of voiced phones (or spans of phones), goes by the name accent. Traditionally one speaks of two species of accent: stress accent and pitch accent (alternatively, musical accent), depending on which element is thought to be the more conspicuous in distinguishing tonic (more prominent) from atonic (less prominent) syllables. But the phonetics of accent are not adequately captured in this scheme. For example, although it is widely taken as obvious that English has a stress accent, in fact the word accent of English is phonetically complex: the two most important marks of tonic syllables are (1) sharply changing pitch (usually but not invariably downward)-thus pitch, more specifically pitch change, is central to this supposed ‘stress accent’; and (2) a notable lengthening of the tonic vowel. Prolongation of tonic vowels is notoriously associated with a corresponding reduction or loss of unaccented (short) vowels. An opinion sanctified by tradition is that stress accent CAUSES such reductions and losses; but Finnish, Hungarian, and Czech, for example, all have a strong stress accent on the first syllable of a word but maintain a full array of vowel contrasts in posttonic syllables, which shows that vowel weakening is not an inevitable concomitant of stress accent. The converse is probably more nearly true, namely that accent defined by pitch changes alone is not likely to result in phonetic differences between atonic and tonic vowels.
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Atti di convegni sul tema "Czech language – Grammar"

1

Vorobyeva, N. "LINGUODIDACTIC PRESENTATION OF CZECH STRATIFICATION". In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4101.978-5-317-07174-5/53-57.

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Based on the specificity of the forms of existence of the Czech national language andtheir interaction, the author offers her own solution to the actual problems of didactization of the standart-substandard opposition in the formation of the Czech language course in order to improve the linguistic competence of students.
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2

Izotov, Andrey. "TRAVELOGUE BY LADISLAV VETVICHKA «S JARKEM PO STO ROKACH OKOLO RAKUSKA-UHERSKA» AND THE OSTRAVA LANGUAGE". In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4104.978-5-317-07174-5/78-84.

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Professor A.G. Shirokova insisted on the need for Bohemian students to get acquainted not only with the literary Czech language, but also with non-literary idioms represented in the Czech discourse. The article is devoted to the travelogue S Jarkem po sto rokach okolo Rakuska-Uherska (2019), written, according to the definition of the author of the travelogue Ladislav Větvička, in the "Ostrava language" (ostravština). The travelogue is a successful symbiosis of the southern dialects of Czech Silesia, literary Czech and partly everyday-spoken Czech. The appearance of such texts strengthens the position of the "Ostrava" (= Lyashsky = Czech-Silesian) microlanguage, which sounds in the reader's mind whenever texts are read on it.
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3

Petruchina, E., e M. De Poj. "VERB ANGLICISMS IN RUSSIAN AND CZECH LANGUAGES IN INFORMAL COMMUNICATION OF INTERNET USERS". In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4114.978-5-317-07174-5/171-186.

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The main focus of the article is on the adaptation of verbs borrowed from English to the Russian and Czech language systems, which name the actions of Internet users in informal online communication. A corpus study of verb anglicisms in two closely related Slavic languages reveals a lower degree of their adaptation in Czech compared to Russian, first of all in terms of graphics and orthography, as well as a lower stylistic marking.
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4

Vaschchenko, D. "SLOVAK FREQUENTATIVE ADVERBS WITH THE SUFFIX -KRÁT ACCORDING TO CORPUS DATA". In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4100.978-5-317-07174-5/38-52.

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The article analyzes the Slovak temporal frequentative adverbs with the suffix - krát : viackrát , mnohokrát , veľakrát and častokrát . The first part examines the frequency of these adverbs in the Slovak National Corpus focused on literary usage: both in the general composition of the corpus and in individual functional styles, as well as in texts created before 1955; as well as in the corpus Araneum Slovacum Beta Pentaplex II Majus, based on Internet texts and reflecting colloquial usage. The following data are given on the frequency of synonymous variants with the formant - ráz in these cases in their ratio to adverbs with - krá t. In addition, in terms of frequency, cases of combined/ separate spelling of formants - krát / - ráz are distinguished. It is shown that mnohokrát dominates the artistic style of the literary language, as well as in older texts; in modern language there is a tendency to some expansion of veľakrát and častokrát . Variants with the formant - ráz are not widely used. In the second part of the article there ara considered the Czech equivalents of these Slovak adverbs. The materials of the parallel Slovak-Czech corpus, which is part of the Slovak National Corpus, are used, while translations from Slovak to Czech are analyzed separately, and from Czech to Slovak separately. It was revealed that, firstly, the adverbs in the two languages, despite their significant formal proximity, are not always equivalent in semantic volume, and secondly, Slovak translators often strive to push away as much as possible from the formal similarity of Slovak and Czech adverbs.
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5

Lifanov, Konstantin. "LEXICAL MAGYARISMS IN THE CONTEXT OF THE SLOVAK LITERARY LANGUAGE". In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4112.978-5-317-07174-5/156-163.

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The article focuses on the perception of Magyarisms by codifiers of the Slovak literary language, which determined their place in the vocabulary. This perception has changed significantly over time. While A. Bernolák sought to define their status, forL. Štúr and S. Czambel, they did not pose any problem. In the first decades of Czechoslovakia's existence, Magyarisms were at the centre of a struggle between supporters and opponents of the convergence of the Czech and Slovak literary languages which was reflected in their evaluation in the "Rules of Slovak Spelling" (1931 and 1940). At present, however, there is a tolerant attitude towards both Magyarisms and their Slavic correlates.
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6

Uvarova, Yuliya. "THE DIFFERENCE BETWEEN THE CONCEPTS OF BOHEMISM AND THE CONTACT VARIANT OF WORDS IN THE SLOVAK LANGUAGE". In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4118.978-5-317-07174-5/212-216.

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In Slovak linguistics, the term "contact variant of the word" is quite widely used, correlating with the concept of "Bohemism" (Czech loanword), but not coinciding with it. In order to establish the differences between these concepts, it is necessary to turn to the history of the formation of the Slovak literary language.
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7

Marešová, Hana, Daniel Ecler e Miroslava Menšíková. "TO THE PSYCHOLOGICAL ASPECTS OF LANGUAGE TEACHING IN 3D MULTI-USER VIRTUAL ENVIRONMENT". In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/22.

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This article focuses on the use of a 3D multi-user virtual environment in language teaching and presents the results of four-year research at the Palacky University Olomouc Faculty of Education (Czech Republic). Language teaching was conducted in an experimental form in the 3D virtual worlds of Second Life and Kitely (experimental group) and, in parallel to this, there was also traditional teaching conducted on identical topics in the form of lectures using a textbook (control group). The didactic test, which was presented to both of the groups in an identical form before the start of teaching and after its implementation, verified the effect of teaching in the experimental group by comparing the achieved results of both groups. Out of the three components of mother tongue teaching (grammar, literature, style and communication education) students achieved partial better results (in the case of points focused on the visualization of the subject matter, these were statistically significant) in literature. Students from the control group performed better in grammar and style and communication education. Based on the achieved results, we discuss the selected psychological implications of these results and can state the most appropriate use of MUVE in teaching those topics that have the possibility of role playing, dramatization and group cooperation.
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8

Ondráková, Jana, Dominika Menzelová e Vít Kučera. "Die Rolle des Konjunktivs I in unserem Leben". In Form und Funktion. University of Ostrava, 2024. http://dx.doi.org/10.15452/fufd2023.06.

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To express someone elses’s opinion, German language uses a special verb form, Konjunktiv I. This (or similar) form does not exist in Czech, and it clearly indicates that the speaker is not the author of the communicated information, and therefore s/he is not ready or willing to take responsibility for the communicated content. Current global political issues increase the frequency of using Konjunktiv I. If we want to correctly understand the original texts presented by German newspapers, we need to be familiar with the given grammar issue. A specific project implemented in 2021 at the Faculty of Education in Hradec Králové also dealt with the issue of expressing a foreign opinion. The results of the project are presented in this article.
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9

Indychenko, A. "FORMATION OF CZECH NATURAL SCIENCE NOMENCLATURE AND TERMINOLOGY IN THE WORKS OF J.S. PRESL". In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4105.978-5-317-07174-5/85-91.

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The article examines the history of the formation of Czech terminology of natural sciences - botany, zoology, chemistry, mineralogy, geology, technology in the works of Professor J. S. Presl (1791-1849), a representative of the second generation of the Czech national revival. Special attention is drawn to the contribution of other Slavic languages to the development of Czech natural science terminology, especially to the various types of reception of Russian scientific terminology by J.S. Presl.
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10

Graneva, I., e A. Martinkova. "THE LINGUISTIC REALIAS OF VENDING IN THE CZECH AND THE RUSSIAN LANGUAGES:FROM ATMS TO DUMPLING MACHINES". In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4103.978-5-317-07174-5/72-77.

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The purpose of the paper is to provide an overview of neological word formation, reflecting the linguistic development of the realities of vending in modern Czech and Russian speech. New formations according to the X-mat / X-мат model are highlighted as the embodiment of active processes in the Czech and Russian languages in the light of trends towards globalization and internationalization. It is shown that Czech and Russian new derivatives have much in common, and some differences are interpreted as a reflection of the specifics of national linguistic cultures.
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