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Fonetická problematika v jazykové poradně

100%
Štěpánová V.
Naše řeč (Our Speech)
|
2013
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vol. 96
|
issue 2
61-78
EN
The article analyses phonetic (pronunciation-related) inquiries delivered by e-mail to the language consulting centre of the Institute of the Czech Language during the years 1999–2010. These questions are much less numerous than, for example, those concerning orthography, yet they are often noteworthy. The paper points out the specific traits of these questions. The inquiries concerning the prosodic level of the language are discussed. On the segmental level, attention is devoted to the pronunciation of words of Czech origin (pronunciation of sound groups, as well as the orthophonic realization of the individual sounds).
2
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Teaching language and speech to students of stage acting (ADU in Zagreb and AGRFT in Ljubljana)

100%
Zrinski K. V., Milojević N. Ž.
Journal of Education Culture and Society
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2016
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vol. 7
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issue 2
398-407
EN
In the article we describe the methods of teaching language and speech at the Academy of Dramatic Art in Zagreb (Croatia) and at the Academy of Theatre, Radio, Film and Television in Ljubljana (Slovenia). We start by describing how language and speech are taught as individual subjects, we present the trends in teaching language and speech and compare the teaching practices at both academies. The main part of the article intends to show the connection between theory and practice in teaching, which should result in a stronger connection between the scientific and artistic approach in teaching. The goal of comparing the teaching practices at both academies is to show the similarities and differences in teaching and to explicitly present models of teaching and models of assessing the speech of actors, which have proved to be indisputable according to the comparison.
3
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Výslovnost cizích slov, vlastních jmen, zkratek a některé další fonetické dotazy v jazykové poradně

86%
Štěpánová V.
Naše řeč (Our Speech)
|
2013
|
vol. 96
|
issue 3
117-141
EN
The article analyzes the phonetic (pronunciation-related) inquiries concerning the pronunciation of proper names, loan words and abbreviations, delivered by e-mail to the language consulting centre of the Institute of the Czech Language during the years 1999–2010. It focuses on phenomena that are not handled consistently in Czech orthoepy manuals, or for which the recommended pronunciation differs from the pronunciation usage/norm. The available manuals and the situation of the orthoepy research in the Czech context are also commented upon in general.
4
Content available remote

Puzzle jako ortoepický problém

72%
Martinkovičová B.
Naše řeč (Our Speech)
|
2019
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vol. 102
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issue 3
232-235
EN
The article focuses on the pronunciation of the loanword puzzle, which can be realized through multiple variants in Czech. The research, based on material from public media files, tries to reveal possible connections between the pronunciation, meaning and morphological characteristics of this word. The main aim is to find out which pronounced variant can be regarded as orthoepic, and, based on the findings, to propose an adjustment to the keyword puzzle in the Czech Internet Language Reference Book.
5
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Naše řeč v roce 1817

58%
Koupil O., Štěpánová V.
Naše řeč (Our Speech)
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2017
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vol. 100
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issue 4
193-206
EN
The text is devoted not to the journal Naše řeč [Our Speech], but to "our speech", i.e. Czech, as mirrored in a handbook of Czech orthography (Hanka, 1817). This pamphlet was the initial part of the conflict between “iotists” (followers of Dobrovský and Hanka’s Czech orthography reform) and "ypsilonists" (their conservative opponents). Part (1) outlines the historical context of Pravopis český [Czech Orthography] from 1817 and its contents. Part (2) deals with the last part of Hanka’s pamphlet - the list of words for which speakers of Czech had to deal with the problematic transition from the spoken to the written form. Hanka recorded many orthographically incorrect forms of the words. An unintended result of his work was a kind of "recording" of contemporary spoken Czech (the most frequent examples of the recorded phenomena were cluster reduction, voicing assimilation and articulatory assimilation). Part (3) considers the theoretical importance of this list as a unique document of the Czech from Hanka’s time. The list reveals much about the actual pronunciation of Czech from that period, as well as the difficulties connected with the "translation" from spoken to written Czech.
6
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Percepce výslovnostních chyb učiteli českého jazyka

58%
Vlčková-Mejvaldová J., Štěpáník S.
Bohemistyka
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2019
|
issue 2
239-268
EN
Pronunciation is one of the basic characteristics of one’s speech culture. L1 teaching should lead to the development of speaking skills, whose part is also mastering the orthoepic norm. One of the preconditions of that is the teachers’ subject matter knowledge, their own practically mastery of Czech orthoepy. The paper brings the results of a study conducted with a sample of 148 teachers from Czech primary and lower- and upper-secondary schools which researched the teachers’ ability to detect pronunciation errors in a segment of continuous speech. The results indicate that the awareness of the orthoepic norm among Czech language teachers is rather insufficient, and that there is quite strong correlation between the teachers’ knowledge of the orthoepic norm and the pronunciation errors their pupils make.
CS
Dobrá výslovnost je jedním ze základních rysů řečové kultivovanosti mluvčího. Vyučování mateřskému jazyku by mělo vést k rozvoji řečových dovedností, jejichž součástí je zvládnutí ortoepické normy. Jednou z podmínek tohoto procesu je sama učitelova znalost a praktické ovládání české ortoepie. Článek přináší výsledky studie, jíž se zúčastnilo 148 učitelů na 1., 2. a 3. vzdělávacím stupni. Studie zjišťovala schopnost učitelů detekovat výslovnostní chyby v souvislé promluvě. Výsledky naznačují, že povědomí o české ortoepické normě je mezi učiteli spíše nedostačující a že může existovat souvislost mezi učitelovou znalostí ortoepické normy a kvalitou mluveného projevu žáka.
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