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Je čeština jako menší jazyk v ohrožení? (Pohled očima historika jazyka)

100%
Nejedly P.
Naše řeč (Our Speech)
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2008
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vol. 69
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issue 5
225-235
EN
The Czech language is endangered neither by geopolitical causes (wars) nor natural ones (cataclysms). The history of Czech shows that its contact with other languages does not endanger the language, because its impact (mainly loanwords) is counterbalanced by the adaptability of the Czech language: both through its inflectional character and the influence of secondary word-formative motivation. The current trend toward unilingual global communication (English) in highly specialized branches (science, military affairs, astronautics, cybernetics) is compensated for by the rich metaphorical feature of technical terms used in a non-terminological way by the whole population. On the other hand, Czech does not benefit from the mechanical introduction of foreign elements into the language, for these elements (e.g. indeclinable attributes, the rejection of forming feminine forms from masculine ones, the ignoring of verbal aspect) break up its inflectional character. However, Czech could be endangered, rather, by its own uneducated users.
2

RELATIONS OF THE SLOVAK AND CZECH LANGUAGE IN 20th CENTURY

100%
Kacala J.
Slavica Slovaca
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2005
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vol. 40
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issue 2
158-166
EN
Based on the critical analyses of monographic work written by Wroclaw's slavist Jaroslaw Lipowski named 'Convergence and divergence of Czech and Slovak languages in Czechoslovakia' (Wroclaw, 2005) the author writes about the relations of Slovak and Czech language in 20th century. The traditional slavistic question is treated on the background of the generally accepted knowledge that Slovak and Czech are two structurally and genetically different but close Slavonic languages. In exploration of the subject matter author pays special attention to methodological questions. .
3

LANGUAGE EXPERIENCE AND CHILD SELF-ACTIVITY

100%
Grochowalska M.
Rocznik Komisji Nauk Pedagogicznych
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2005
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issue LVIII
55-64
EN
Self-activity is understood as a factor expressing and determining development. It is defined as a motivated internally characteristic body state by which an individual actively regulates his/her contacts with the environment. Child's own activity and individually gathered experience as well as a teaching strategy adopted by the teacher need to be listed among the elements essential for preschooler's language development. Talking child's own activity (verbal skills included) as a starting point for the educational process one may make as assumption that the area of child's language and communicative competence should constitute a domain of teacher's educational influence. The presented study targeted as acquiring an answer to the following question: 'Does a teacher, thinking of stimulating child's language development, focus his/her educational efforts only on child's own activity or also on knowledge transmission?' It was assumed that language development occurred during the process of experience gathering, experience based on child's own activity and activity stimulated by external factors. The study examined the opinions of active teachers and students. The research group comprised 84 active teachers and 46 students of pedagogy. Both the examined groups, when asked to consider the problem of language learning organization, were in favour of the knowledge transmission as well as unaided structuring of language skills. However, pedagogical experience acts as an important factor differentiating the opinions of those examined on the concept of language development stimulation. In addition, the groups examined in the study stressed the importance of the conditions the fulfilment of which is indispensable for child language development reinforcement.
4

Child Visual Discourse: The Use of Language, Gestures, and Vocalizations by Deaf Preschoolers

88%
Tomaszewski P.
Polish Psychological Bulletin
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2008
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vol. 39
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issue 1
9-18
EN
This exploratory study examined the linguistic activity and conversational skills of deaf preschoolers by observing child-child dyads in free-play situations. Deaf child of deaf parents - deaf child of deaf parents (DCDP-DCDP) pairs were compared with deaf child of hearing parents - deaf child of hearing parents (DCHP-DCHP) pairs. Children from the two groups were videotaped during dyadic peer interactions in a naturalistic play situation. The findings indicated that deaf children were able to engage in successful communicative interaction. However, statistically significant differences were found between the two groups of deaf preschoolers with regard to some categories of communicative behaviors from the point of view of sign and spoken languages (Polish Sign Language and Polish). For example, DCHP were found to be less actively than DCDP through using speech. The results of this study suggest that intervention efforts should be focused on improving the language learning environment by facilitating signing by the parents and increasing their skills in visual-gestural strategies.
5

DEDINA – VES – SELO – DEREVNA V NÁREČIACH STARÝCH SLOVANOV

88%
Žigo P.
Historický časopis (Historical Journal)
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2009
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vol. 57
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issue 2
329-338
EN
Research of historical linguistics and dialectology have a long existence and will always remain a part and means of national identification, especially when the search for national identity has support in the natural, uncontrolled development of language, and when it respects past experience. Semantic analysis of the vocabulary in the dialects of particular Slavonic languages, based on comprehensive regional analysis, as in the Slavic Linguistic Atlas project, testifies to the differentiating as well as integrative features of the examined items in relation to the surrounding linguistic environment. The author, using several illustrative examples, such as 'dedina' (village), 'strom' (tree), 'hora' (forest), points out the constants that are permanent identifying features of the Slovak language. They have become constituent parts of the contemporary standard Slovak language, in the course of natural development from a supra-dialect sphere in the pre-standard period.
6

THE EFFECT OF PRESCHOOL AND QUALITY OF HOME LITERACY ENVIRONMENT ON THE CHILD'S LANGUAGE DEVELOPMENT

75%
Marjanovic-Umek L., Fekonja U., Bajc K., Kranjc S.
Studia Psychologica
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2006
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vol. 48
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issue 2
157-173
EN
In the present study we examined the effects of age at entry to preschool in interaction with maternal education and the quality of child's home literacy environment on children's language. The sample included 162 children, who were divided into two groups depending on their age at entry to the preschool institution: children who entered preschool at approximately 3 years and at approximately 1 year of age. The average age of the children was 38 months at the time of the first measurement and 50 months at the time of the second measurement one year later. Children's language was assessed using a Language Development Scale and a Storytelling Test. Early entry to preschool was found to have no negative effects on children's language competence at the age of 38 and 50 months. Children who entered preschool at an early age showed higher storytelling competence than those who entered preschool at 3 years of age on both measurements, although the differences were not significant. Children differed in their language competence considering their mothers' educational level, on the other hand, the effect of the quality of home literacy environment was not significant. The obtained results were interpreted in the light of the Slovene preschool curriculum as well as of the current practice observed in Slovene preschool institutions.
7
Content available remote

Různost jazyků a její interpretace v díle Vladimíra Skaličky: studie z moderních dějin české lingvistiky

63%
Vasiljev I.
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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2008
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vol. 69
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issue 1-2
99-110
EN
Vladimir Skalicka's contributions to linguistic typology have been widely recognized. This paper tries to capture the significance of the problem of language diversity in its broadest sense for the development of Skalicka's scholarship and for his scientific legacy. The author argues that in a 1947 Czech-language article titled 'The problem of language diversity' published in Slovo a slovesnost, Skalicka gave in fact a sketch of a blueprint for modern linguistics in which he advocated a holistic approach to the study of language through a balanced texture of the triple aspect of language: its semiotic nature, its diversity and its structure. The least one can say is that Skalicka seems to have followed these self-imposed, yet highly stimulating guidelines for the rest of his life. The final part of the paper is an attempt at summarizing Skalicka's contribution to the understanding of the semiotic connection of linguistic typology and the mutual relations between language and mind or language and society. The author concludes that although Skalicka did not directly answer or even explicitly ask the question of why languages differ from each other, he nevertheless cleared the way for future attempts at a structural explanation of the origins of language diversity.
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