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Phonological aspects of theLongman communication 3000

100%
Huber D.
Poznań Studies in Contemporary Linguistics
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2011
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vol. 47
40
EN
The paper examines the implications of the Longman Communication 3000 word list for the teaching of English pronunciation at university level. In particular, I examine to what extent selected university curricula in France teach the pronunciation of this minimum of words and what modifications might be suggested to better serve the needs of students in equipping them with the pronunciation of contemporary, current vocabulary. It will be shown that this word list offers a wide range of useful examples to illustrate phonological phenomena, but teachers of English pronunciation/phonology might need to consider, for expository purposes, examples other than those found in standard handbooks of English phonology. I will show that using Longman Communication 3000 does not compromise the teaching of English phonology in any way, nor does it restrict the vocabulary to be taught. Quite the contrary, I am simply suggesting a conscious approximation of what is phonologically interesting/important to what is to be taught first.
2
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The Story of the Learner Corpus LINDSEI_CZ

88%
Gráf T.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2017
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vol. 8
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issue 2
22-35
EN
The article presents the recently completed Czech subcorpus of the multinational learner corpus of advanced spoken English LINDSEI and aims to draw attention to some of the methodological concerns the field of learner corpus linguistics faces. First, it describes the Louvain family of learner corpora, where this project originated, and provides a detailed description of LINDSEI, its history, design, structure, transcription system and metadata. It then outlines the nature of the Czech subcorpus LINDSEI_CZ, telling the story of its compilation and providing a quantitative description of the corpus size, task sizes and learner variables, as well as a description of the transcription process. The core part of this text discusses methodological concerns affecting learner corpus design and construction and deals with such issues as task design, recording instructions, the matter of learner-participant proficiency, and transcription system employed. It concludes with a consideration of various methodological suggestions and offers the possible view that, despite certain weaknesses, LINDSEI is an invaluable source of highly authentic learner data. The last section provides a thematic categorisation of existing studies on LINDSEI and concludes with descriptions of some future projects. The article calls for a thorough reconsideration of learner corpus design and practice and for the formulation of compilation and research standards which would lead to an increase in the reliability and exploitation potential of learner corpora.
3
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Užívání pasivního participia v mluvené češtině: srovnání institucionální komunikace a běžného dorozumívání

63%
Mrázková K.
Časopis pro moderní filologii (Journal for Modern Philology)
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2017
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vol. 99
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issue 2
181-192
EN
The article compares the use of passive participles in the spoken corpus of Czech (Oral_v4) and in speeches and dialogues recorded at local council meetings (from three towns in the Czech Republic). Although the Czech passive voice is considered to be used mainly in written texts and is sometimes even labelled as bookish, passive participles are quite common both in the spoken corpus and at the local council meetings. The analysis shows that passive participle use in the said domains differs both in frequency and in relation to grammatical, syntactical and semantic categories. In the Oral_v4 spoken corpus, which consists of everyday conversation, the most frequent grammatical form of the passive participle is the neuter singular, used typically to form not the passive voice, but the resultative, together with both the verbs být (=to be, e.g. je zavřeno) and mít (=to have, e.g. má zavřeno). On the other hand, in speeches and dialogues at local council meetings, the passive participle is used mostly to form the passive voice and none of its possible grammatical forms prevails significantly.
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Si představ, by mě zajímalo, ti to ukážu: Jednoslabičné začátky syntaktických segmentů v mluvené češtině

51%
Hoffmannová J., Richterová O.
Časopis pro moderní filologii (Journal for Modern Philology)
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2015
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vol. 97
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issue 1
9-20
EN
The paper deals with a phenomenon frequently encountered in the syntax of spoken Czech, namely one-syllable words, mostly of pronominal or verbal nature (se, si, sem, ste, sme, mě, mi, mu, tě, ti, bych, bys, by…) at the beginning of syntactic segments. At this stage, the analysis focuses on three forms: by, si, ti. The authors address the issue of the difficult identification of segment boundaries, including the influence of turn-taking in dialogue. The data was taken from the ORAL2013 corpus; the paper further looks into the usefulness of this corpus for the investigation of dialogue syntax, its query options and the possible interpretation of the presented evidence. The results have shown so far that the one-syllable beginnings in question are based on the elision of certain, mostly pronominal, expressions, or less frequently on word-order inversion. Furthermore, to a certain extent, they correlate with selected non-verbal discourse phenomena (longer pauses, silence, laughter), with syntactic phenomena (repetitions, corrections, parentheses, aposiopesis, etc.) and also with speaker turn-taking and topic change.
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