Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 23

first rewind previous Page / 2 next fast forward last

Search results

Search:
in the keywords:  GRAMMAR
help Sort By:

help Limit search:
first rewind previous Page / 2 next fast forward last
1

Nauczanie języka angielskiego jako ojczystego w Anglii. Część II: gramatyka, język, piśmienność

100%
Bakuła K.
Kształcenie Językowe
|
2011
|
vol. 9(19)
55-66
EN
Drawing on the English National Curriculum for primary and secondary schools as well as articles and books, the author examines three aspects of teaching English as mother tongue. Their order — grammar, language, literacy — is not accidental, for it reflects developmental tendencies. In the 1980s and 1990s, the debate on mother tongue teaching and learning was dominated by grammar, which was reflected in the slogan ‘return to grammar;’ in the 1990s language was considered the most important part of the National Curriculum (language across the curriculum), while in the 2000s literacy came to the fore. Literacy also underwent its own development: from literacy hour, through literacy across the curriculum to the National Literacy Strategy. Literacy in English schools is a broad concept, encompassing reading and writing as well as speaking and listening skills. While the emphasis on teaching grammar did not bring the expected results — for, as Andrews and others (2004, 2005) have shown, grammar has little impact on the development of writing skills — the great emphasis by teachers and the public at large on reading and writing has led to a definite improvement in those skills. This is confirmed by tests carried out among eleven-year-olds: the reading level expected for the age rose from 78% in 1999 to 86% in 2009; the expected writing level rose from 54% in 1999 to 67% in 2006 and has remained on this level since.
2
Content available remote

Čeština v roli jazyka cizího – dvacetiletí po Listopadu

100%
Hádková M.
Bohemistyka
|
2010
|
vol. 10
|
issue 1
8-25
EN
The author describes the development of teaching Czech for foreigners from 1989 to present. She depicts the main milestones of development – the reflection of the Common European Framework of Reference for Languages, reference level descriptions for Czech as a foreign language, etc. In order to present the situation of Czech as a foreign language in the Czech Republic she also describes the two concepts of teaching Czech for foreigners – one reflecting and the other not reflecting the prerequisites of the learner.
3
Content available remote

Gramatika v korpusu, korpus v gramatice: příspěvek k diskusi o vyhledávání gramatické informace v korpusech

100%
Uhlirova L.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
|
2004
|
vol. 65
|
issue 1
16-24
EN
This article discusses some aspects of searching for grammatical information in corpora. It argues that any search procedure must consist of at least three principally different steps. First, a hypothesis regarding some grammatical property of the language system must be formulated in terms of an available 'tagging' menu. Second, general instructions concerning the sample size, relevant context size, etc. must be stated, and only then can the third step, i.e. the proper search and interpretation of the attested data, be taken. Examples from the Czech National Corpus are offered to show that the boundary between grammaticality and non-grammaticality of a phenomenon or category is represented by a probability scale with more than just two opposing values and that the corpus may serve as an important tool for locating the most probable (favorite) point on the scale. The issue of zero or non-zero occurrence of a phenomenon is discussed in greater detail. It is argued that if no example of a phenomenon is attested in the corpus, it does not necessarily follow that the corpus is too small and that it is necessary or significant to intervene in favor of a larger one.
4

Language Error and Pedagogical Grammar

100%
Gozdawa-Golebiowski R.
Kwartalnik Pedagogiczny
|
2005
|
vol. 50
|
issue 1(195)
95-106
EN
The author looks at the concept of pedagogical grammar and tries to re-evaluate it in the light of the new developments in the area of language pedagogy and applied linguistics. In particular, he has set out to focus on the processes involved in first language (L1) acquisition and foreign/second language (L2) learning. Given that the two are governed by qualitatively distinct mechanisms, the expected outcome of the learning/acquisition process should also be different. Specifically, the final state of the learner's interlanguage will remain an imperfect approximation of the steadystate adult native tongue. The major driving force behind L1 acquisition is indirect positive evidence – exposure to primary language data. The remaining types of linguistic evidence are of lesser importance or altogether negligible. In the area of foreign language learning, however, primary linguistic data does not lead to interlanguage development due to limited exposure and lack of communicative pressure. To compensate for this insufficiency, the two kinds of direct evidence - positive and negative - are back in the spotlight. The difference is important for pedagogical purposes: pedagogical grammars should be contrastive, attempting to relate new L2 material to the L1 knowledge of the learner. This assumes that L1 knowledge needs to be explained first (i.e. the learners have to become aware of what they have been doing only subconsciously). The new approach to pedagogical grammars necessarily involves a critical reflection on the nature of language errors (the distinction between error and mistake is ignored throughout) and nonthreatening ways to eliminate them. It is hoped that the perspective on pedagogical grammars adopted in this paper will be of interest to wider audiences in the field of language pedagogy.
5
Content available remote

Úvahy o Mathesiově pojetí vědy, jazyka a gramatiky

100%
Danes F.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
|
2005
|
vol. 66
|
issue 2
83-98
EN
The then-non-standard conviction of V. Mathesius - that science is an ongoing process of constructing truth and that human cognition represents a simplified reduction or epistemological stylization of experience - now appears to be in accordance with major present-day philosophical approaches. Mathesius' viewpoint followed primarily from his pronounced activist nature and self-reliant way of thinking, partly influenced by the ideas of E. Sapir, A. Marty, and analytical philosophy. In this study, the philosophical ambience of the Prague Linguistic Circle at that time is also examined. Mathesius understood language as communicative competence, implying communication skills in addition to the system of means. Given that he viewed the utterance (the processes of its encoding and decoding) as a legitimate object of linguistic study, he appears to be a predecessor to modern text linguistics. This study reconsiders Mathesius' functional grammar project, inspects the development of the ideas behind it more closely and states its psycholinguistic basis.
6

THE HETEROGENEOUS PLURAL

100%
Szolcsanyi A.
Magyar Nyelvor (Hungarian Language Guardian)
|
2007
|
vol. 131
|
issue 4
464-470
EN
This paper discusses the use and meaning of the Hungarian morpheme -ek 'and company'. Its previous classifications are introduced, with a special comparison with the anaphoric possessive marker -e 'that of, belonging to'. It is proposed that -ek does not merely function the way its name suggests but is used for other purposes, as well. The paper discusses the items provided by English and Spanish for the function of -ek, as well as the use of the Hungarian morpheme in translations from those languages. Finally, miscellaneous examples of grammatical oddities and problems with respect to pluralisation are given, irrespective of the actual linguistic sign used
7

Parts of speech in grammar

100%
D-Matai M.
Magyar Nyelvor (Hungarian Language Guardian)
|
2004
|
vol. 128
|
issue 4
452-463
EN
The paper surveys the role and localisation of words and word classes in earlier and more recent descriptive and historical grammars of various languages. Where and how word classes are discussed in the individual grammars reflects, of course, their role in sentence or text formation.The paper also investigates the background of the issue of word classes being discussed within morphology, or as a chapter of syntax, discusses cases where there is no separate chapter on (the history of) parts of speech in a given grammar, but rather these issues occur scattered in various places, and finally: the advantages of a unified and concentrated discussion of word classes as a separate chapter of grammar.
8
Content available remote

Postoje současných českých spisovatelů k mateřštině

100%
Štěpán J.
Bohemistyka
|
2012
|
vol. 12
|
issue 3
EN
On the basis of the extensive excerption, the article deals with the contemporary Czech writers’ opinions of on their close connections with their mother-tongue language, native country and its culture and the qualities of the Czech language. The author focuses also on the attitudes of the writers to the means of language that are characteristic of the Czech language. In connection with the Czech language, the writers often reflect their relationship to foreign languages.
9

Changes in historical syntax - with a pragmatic background

100%
Haader L.
Magyar Nyelvor (Hungarian Language Guardian)
|
2004
|
vol. 128
|
issue 4
464-469
EN
This paper discusses the relationship between grammar and pragmatics from the point of view of historical grammar writing. Language system provides a set of possibilities of variation, the selection among which is mainly directed by pragmatic factors in that certain types of texts may prefer certain syntactic phenomena. In turn, syntax thus influenced by language use may become the source of new grammatical changes. That is how language use and language system are integrated: hence, no opposition between pragmatics and grammar is worth pursuing.
10

ALBERT SZENCZI MOLNAR'S DICTIONARIES AND THEIR ROLE IN THE EMERGENCE OF STANDARD LITERARY HUNGARIAN

88%
Szathmari I.
Magyar Nyelvor (Hungarian Language Guardian)
|
2007
|
vol. 131
|
issue 2
163-172
EN
The author first discusses Szenczi Molnar's various activities advancing the emergence of SLH (his grammar, his hymn book, his emendation of Gaspar Karoli's translation of the Bible, and his own translation of Calvin's Institutio). Then, a brief and practical review of his dictionaries is given. The author then goes on to discuss the signs of linguistic unification in formal linguistic characteristics of his dictionaries, with respect to the various editions and the occasional alterations therein, as well as the issue whether, in what can be called the linguistic content elements, two important features of literary language as defined by the Linguistics Circle of Prague are observable: (a) the versatility (plurifunctionalism) of linguistic devices and their concomitant wider differentiation, and (b) intellectualization, that is, the elaboration of - mainly lexical and syntactic - devices that make the given language fit for representing higher levels of abstraction, and a more exact expression of the logical process and complexity of thinking.
11
Content available remote

Diskrétní jednotky v jazyce: případ cirkumfixů

88%
Cermak F.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
|
2008
|
vol. 69
|
issue 1-2
78-99
EN
Discrete units, viewed as multipartite fixed forms that function together as functional wholes, are examined here, first in a general background in various languages, and subsequently in Czech, through two extensive probes in a 100-million-word corpus. It is suggested that the phenomenon of the circumfix is not peripheral, as it is found in many languages. However, it depends greatly on the point of view taken, the one advocated here being new to traditional grammars. Of the two basic types, grammatical and lexical circumfixes, where there is a co-occurrence of both forms separated by a basis to which they are affixed, the latter case, which can be illustrated by examples such as nabrezi, namesti, nadrazi, is examined here in some detail. The major type examined is an adjectival combination of prefix+(stem)+suffix -ly and it is shown that in all 25 prefixes conjoined in an adjective, there are some circumfixes with the same meaning and function. It is argued that current approaches cannot discover the phenomenon because of its psychological holistic nature, against a vast background of cases that do not belong here. Naturally, with such a systematic and large-scale approach, a number of open questions arise, some of which invite further research.
12

GRAMATIKA A GRAMATICKÁ DISPOZÍCIA

88%
Dolník J.
Slovenská reč (Slovak Language)
|
2016
|
vol. 81
|
issue 5-6
255 – 267
EN
The author of the paper asks the question why Slovak speakers use grammatical forms such as “budeme sa sústrediť” or “vidíme sa (zajtra)” in spite of their standard command of the grammatical rules. The linguists refer to this by saying that the speakers are under the influence of negative factors and the author draws attention to three reasons: the power of tradition, logic and ideology. A grammatical behaviour like this can be regarded as a cue that we have to do with two modalities of the grammar. However, the linguists and people under the influence of the school start from the assumption that the grammar exists only in the rational modality and they are reacting to the grammatical behaviour in the linguistic practice according to their assumption. This text is meant to encourage readers to overcome this convention and to pay attention to the grammar in the practical modality too. The author suggests that we could begin our exploration of the grammar in this modality by thinking about the grammatical disposition of fluent speakers and this can be done by starting with the theory of background of J. R. Searle.
13

VOCALISM - THE EARLY FORM OF THE NOMINALISM

88%
Otisk M.
Organon F. medzinárodný časopis pre analytickú filozofiu
|
2008
|
vol. 15
|
issue 3
304-322
EN
This paper deals with one of the earliest form of answering the famous dispute about the nature of universals - usually called vocalism or early 'nominalism'. This text wants to present the beginnings of the theory of vocalism, mainly with respect to delimitation of the logic as a science and with describing of the nature of the subject of the logic, especially in the context of reading works of peripatetic logical tradition (in the first place Introduction written by Porphyry and Boethius's commentaries). Further this paper wants to indicate the oldest representatives of vocalism (second half and the end of the 11th century) and subsequently shows the consequences following the standpoint of vocalism in the application to the semantics.
14
Content available remote

K ZHODE ADJEKTÍVNEHO PRÍVLASTKU SVÄTÝ S VIACNÁSOBNÝM ČLENOM VYJADRENÝM MENAMI SVÄTÝCH (NA PRÍKLADE SPOJENÍ SVÄTÝ CYRIL A METOD – SVÄTÍ CYRIL A METOD)

88%
Petráš P.
Konštantínove listy
|
2021
|
vol. 14
|
issue 1
194 - 208
EN
The article deals with the use of adjective “svätý” (saint) in multiple word structures containing the names of saints. These structures are used mainly in religious texts; the structures “svätý/svätí Cyril a Metod” (Saint/Saints Cyril and Methodius) are frequently used in Slovak religiously and culturally oriented texts, in which the adjective “svätý” (saint) refers to both names. Although Slovak grammar uses both singular and plural forms of the adjective, we decided to carry out a detailed analysis of the usage of both variants. Our aim is to answer the following questions: Which form of adjective “svätý” (saint) is used in religious genres (songs, prayers)? Is the singular form (the form referring to singular number) preferred in religious genres? In the study, we further examined the frequency of singular and plural forms of these constructions on the texts from the Slovak National Corpus (Slovenský národný korpus). Although we primarily investigated the phrase “svätý/svätí Cyril a Metod” (Saint/Saints Cyril and Methodius), its occurrence can be analogically noticed on other examples as well, e. g. “svätý/svätí Peter a Pavol” (Saint/Saints Peter and Paul), svätý/svätí Andrej Svorad a Benedikt (Saint/Saints Andrew Svorad and Benedict), svätá/sväté Perpetua a Felicita” (Saint/Saints Perpetua and Felicity), etc. The analysis showed that the singular form of adjective “svätý” (saint) is almost exclusively used in songs and prayers of litanies, whereas the plural forms of adjective “svätý” (saint), i. e. “svätí” (saints; including all forms of grammatical cases) are more frequently found in the texts from the Slovak National Corpus (Slovenský národný korpus).
15

EXPERIMENTAL MODELS OF HUNGARIAN WORD ORDER 2: DOMAINS AND RELATIONS IN THE HUNGARIAN CLAUSE

88%
Imrenyi A.
Magyar Nyelvor (Hungarian Language Guardian)
|
2007
|
vol. 131
|
issue 4
430-451
EN
The second part of a two-part series, this paper aims to provide a radical alternative to standard generative models of the Hungarian clause. Key theoretical features of the new model include (1) a connectionist (relational network theoretic) commitment to defining word order in terms of association and activation patterns rather than discrete units and symbol manipulation, and (2) a cognitive functionalist commitment to viewing grammar not as a self-contained system but as something inextricable from the broader picture of cognition and communication. The paper also offers an 'organic' perspective on the clause, with the predicate analysed as a nuclear clause, or proto-statement, in turn embraced, elaborated and operated on by diverse components of clausal organization.
16

Grammatiken des Deutschen f ¨ ur Galizische Mittelschulen

88%
Harbig A.
Białostockie Archiwum Językowe
|
2012
|
issue 12
49-67
EN
A purpose of the article is to present German grammar books used in Galicia secondary schools in the second half of the 19th century. Based on bibliographic and source materials it has been established that Janota’s grammar books were in use (1854, in a shortened version 1868, 1870, 1874 and 1875), Reben’s (1870, 1871,later issues together with Popper 1874, 1876, 1878 and German 1882),Molin (1882 and 1886) as well as Petelenz (1890, 1898). Except Janota’s work, all the others were published already after gaining autonomy in 1867, which was connected with a change of the Austrian educational policy towards Galicia. Since the mid 1880s, editorial and publishing activity of the grammar books’ authors decreased. New methods of German language teaching were introduced to schools (1892), which designated a secondary place to grammar. It results from the introductions to the above listed grammar books, numerous reviews and polemics that some authors (Janota, Molin) aimed at creating original handbooks that were comparative in nature and adapted to the needs of Polish learners. Nonetheless, a strong influence of German grammaticography is apparent in their works. Following the model of grammar books that were written for a native language user or their translation (Reben) distracted attention of Polish authors from methodological issues such as, e.g., material progress, a selection of grammar problems (all were treated as equally important) or forms of tasks consolidating learning material. The analyzed handbooks are typical of synthetic-deductive grammar teach- ing. They show concurrence in the material structure (phonetics, morphology, syntax and metrics) as well as the content selection generated by Austrian school curricula. With regard to methodology, it can be said based on an exemplary manner of the article description that the following scheme was applied: a definition – declination patterns – usage rules – tasks. Despite the common pattern, the grammar books differ as far as a way of choosing and presenting the rules of the article use is concerned.
17

PRÍDAVNÉ MENO V SLOVENČINE A ODCHÝLKY V JEHO POUŽÍVANÍ RODENÝMI FRANKOFÓNNYMI HOVORIACIMI

75%
Ráčková L.
Motus in verbo: časopis mladej vedeckej generácie
|
2018
|
vol. 7
|
issue 1
52 – 59
EN
The article deals with adjectives in Slovak language and their use by native francophone learners. Because of migration, many people nowadays need to learn Slovak language. The author recommends to teaching it in a contrastive way by comparing Slovak language to a mother tongue – French language. The author presumes that the main sources of grammar interference within this group of speakers are fields of declination, gradation and ante position of adjectives in Slovak language. A short analysis of authentic texts in Slovak language written by native francophone learners is offered. This analysis shows that the main problem is declination and the use of adjectives declined by the pattern “pekný” in all genders and various cases. In addition, native francophone learners of Slovak language often use adjectives in Slovak instead of using nouns or adverbs.
18
Content available remote

ST. MAXIMUS THE GREEK (ARTA, CA. 1470 – MOSCOW, 1556) AND HIS BYZANTINE WORLDVIEW AS HIS CONTRIBUTION TO SLAVIC INTELLECTUAL ETHICAL ENCODING

75%
Zajc N.
Konštantínove listy
|
2020
|
vol. 13
|
issue 2
99 - 110
EN
The paper investigates the foundations of the ethical values that shaped the deeply personal theology of St. Maximus the Greek. By providing the original evidence from his writings (as well as from manuscripts) and the precise biographical context, the author reveals significant disagreement between Maxim’s Russian co-speakers and his previous philological, ascetic and monastic experience, concerning the Byzantine system of education, especially the Byzantine consideration of divine wisdom and human knowledge. In particular, this paper analyses Maxim’s understanding of (Greek) grammar. It also discusses the question of ‘the Jesus prayer’ and its possible literal traces in the writings of Maxim the Greek. In conclusion, it seems that Maxim the Greek created a completely unique ethical system of intellectual knowledge that should be connected to the Athonite prayer and liturgical practice.
19
Content available remote

Několik teoreticko-metodologických poznámek k Mluvnici současné češtiny

75%
Čech R.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
|
2012
|
vol. 73
|
issue 3
208-217
EN
The article is concerned with the critical analysis of some aspects of the methodology and language theory on which Mluvnice současné češtiny [Grammar of Contemporary Czech] (Cvrček et al. 2010) is based. First, the statement by the authors of Mluvnice současné češtiny concerning the character of the description of language and its relationship to reality is criticized. Specifically, it is argued that the use of corpora does not lead to the recognition of “real” language properties, since every description of reality is an interpretation. The idea concerning the representativeness of corpus is also called into question. Furthermore, a serious statistical deficiency is revealed. Namely, it is demonstrated that the assignment of difference expressed by a percentage as significant (or non-significant) is unacceptable – the results should be interpreted using common statistical methods. Next, fundamental problems of the semantic theory (naive mentalism) used in Mluvnice současné češtiny are discussed. A rather different view of a semantic analysis based on experimental methodology is mentioned as an alternative to the traditional approach. Finally, the langue-parole dichotomy, viewed by the author as a residue of Platonism, is argued to be inconsistent with the empirical methodological approach adopted by the authors of Mluvnice současné češtiny.
20
Content available remote

Norma současné španělštiny a její kodifikace

75%
Čermák P.
Časopis pro moderní filologii (Journal for Modern Philology)
|
2012
|
vol. 94
|
issue 2
99-111
EN
The article discusses difficulties with the codification of Spanish. It analyses diverse relevant aspects of the issue: territorial and social varieties of the language, complex historical connections between European and American Spanish (for a long time treated as a centre-periphery relation), absence of a fully-fledged theory of the norm of standard Spanish, the sheer size of the Spanish-speaking territories, etc. The article then proceeds to analyse the inadequacies of existing theories applied to this problem. After assessing the possibilities of applying the recently introduced polycentric norm to various language levels, the article concludes by hailing this concept as a significant step forward in the history of the codification of Spanish.
first rewind previous Page / 2 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.