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Srovnání mluvených korpusů : skutečně jen odlišná hlediska?

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Křen M., Waclawičová M.
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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2019
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vol. 80
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issue 2
128-139
EN
Recently, more attention has been paid to the issues of corpus design and representativeness. These issues are especially important for general-purpose language corpora such as the spoken corpora developed within the framework of the Czech National Corpus. This text is a response to Jan Chromý’s paper “Comparison of spoken corpora from a sociolinguistic perspective” (Slovo a slovesnost 78, 2017: 145-158), in which the author compares the general-purpose spoken corpus ORAL2013 with his own dataset collected for the SAUP project. We argue that some of his claims are not justified by the findings presented in the paper and that his understanding of the concept of representativeness is rather misleading. Therefore, we aim to clarify some fundamental design decisions adopted for the compilation of ORAL2013 by responding to the specific objections raised by Chromý. We also point out some methodological and reasoning inconsistencies in his paper.
2
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Nová koncepce synchronních korpusů psané češtiny

81%
Cvrček V., Čermáková A., Křen M.
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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2016
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vol. 77
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issue 2
83-101
EN
The paper describes the new corpus SYN2015, the most recent 100 million word corpus of contemporary written Czech. General notions of corpus representativeness and balance are discussed in this context with a focus on the new design of representativeness adopted for SYN2015. Unlike the previous synchronic corpora SYN2000, SYN2005 and SYN2010, which were balanced according to text reception (based on sociological surveys), the composition of SYN2015 is based on the “texts-as-products” principle with arbitrary proportions of the individual categories within a revised text classification scheme. The paper argues in favour of this solution by highlighting three major advantages: (1) this type of composition can be upheld constant in the future, ensuring corpus comparability, while reception changes constantly; (2) it emphasises diverse composition of the corpus as a language sample; (3) corpus SYN2015 serves not only as a representative sample, but also as a large pool of texts from which different subsets (subcorpora) based on various linguist-specified criteria can be drawn.
3
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Akademické psaní a frázové banky

51%
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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