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Teorie relevance a nově vznikající diskurzní částice

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Andersen G.
Časopis pro moderní filologii (Journal for Modern Philology)
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2021
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vol. 103
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issue 2
167-182
EN
This article explores the relevance-theory view of utterance interpretation (Sperber and Wilson 1986/1995) and illustrates its application in a qualitative investigation of authentic corpus data. The purpose is to show that observations derived from corpora can shed significant light on how constraints on relevance are practised by real speakers in real discourse contexts. The study focuses on discourse markers and argues that there is a need to focus more systematically on emerging discourse markers and their contributions to relevance. It is argued that the corpus-based approach can lead to new knowledge about pragmatic functions and subtle differences between different items, and that this extends beyond what is gained from a strictly theoretical or experimental approach, by far the most common approaches in the previous relevance-theory literature. As a case in point, the article includes an empirical study of the discourse marker as if, based on the large English TenTen corpus (Jakubíček et al., 2013).
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Aspirované souhlásky v čínštině a v angličtině

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Třísková H.
Časopis pro moderní filologii (Journal for Modern Philology)
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2014
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vol. 96
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issue 2
196-218
EN
The article treats the phenomenon of aspiration in Mandarin Chinese and English within a broader linguistic context. The topics discussed are (1) both the general and language-specific articulatory and acoustic make-up of aspirated consonants (long overall duration, tense articulation, long VOT; the alternative sources of aspiration friction are recalled, as opposed to a common view emphasizing mainly the glottal friction) and (2) the dissimilar functioning of aspiration in English and Mandarin Chinese (English: a secondary phonetic feature of stops /p/, /t/, /k/ in particular positions; Chinese: an essential distinctive feature of the consonantal subsystem operating in three pairs of stops and three pairs of affricates). After reviewing possible options for making phonological contrast in stops (and affricates) employing the laryngeal phonological features [± voiced] and [± aspirated], the author presents cross-linguistically manifold ways of phonetic realizations of the phonological categories chosen by a particular language (the polarization principle, Magnet Model Theory and Trubetzkoy’s “phonological sieve” are introduced as a possible explanation of the diversity). The author points out that the described complexity causes numerous problems in consonant production and perception in second language learning, the mistakes being diverse depending on the native language of the student.
3
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Indikace rématu v anglických a českých překladových textech

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Žáčková K.
Časopis pro moderní filologii (Journal for Modern Philology)
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2013
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vol. 95
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issue 2
141-152
EN
The paper presents the findings of a detailed analysis of the position and syntactic functions of the rheme in English and Czech parallel texts representing four different genres. First, separate syntactic structures are compared with a view to ascertaining to what extent the position and the syntactic function of the rheme are retained. Then the means of indicating the rheme (word order, semantics, context, intonation and specific syntactic structures) are analysed. Findings are presented with quantitative data.
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Akademické psaní a frázové banky

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Homoláč J., Křen M., Kašpárková A., Etchegoyen Rosolová K., Hoffmannová J., Kaderka P., Kopecký J., Sherman T., Vondřička P.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
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2023
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vol. 84
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issue 4
303-321
EN
Scholars have previously conceptualized academic writing as both process and product. Academic phrasebanks are a tool in which these two conceptions intertwine, i.e., where the products, existing texts such as journal articles, are broken down into smaller units such as steps and phrases, which are then used in the process of producing new texts. In this article, we examine the possibilities and limits of collecting these smaller units for research and didactic purposes, presenting a newly established phrasebank in this context. First, we consider various scholarly and pedagogical approaches to academic writing. We then provide an overview of existing academic phrasebanks, primarily the seminal University of Manchester Academic Phrasebank created by John Morley, focusing on how its principles and structure have been utilized to create similar tools for other languages. We subsequently describe the design and creation of the Czech Academic Phrasebank, the innovative character of which is its link to the Czech National Corpus, specifically a subcorpus of Czech scholarly articles. The processes of conceptualizing the phrasebank, its basic units and functions, excerpting phrases, linking to the corpus, and the various problems encountered throughout are reflected. We conclude by outlining directions for the phrasebank’s use in Czech-language genre-based pedagogy.
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