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Aplikovaná lingvistika vs. lingvistika v aplikaci aneb S kým/čím se vlastně polemizuje?

100%
Šebesta K.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2016
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vol. 7
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issue 1
121-130
EN
The author reacts to the polemic of Slavík and Šmejkalová (2016), he points out certain inaccuracies within it and offers more detailed comments to some issues, especially to the definition of applied linguistics.
2
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Space, Time and Motion in Czech as a Second Language

100%
Šebesta K.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2020
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vol. 11
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issue Special Issue
7-28
EN
The introductory study deals with two main topics that are relevant to the given special issue: a) changes which the research in the study of the conceptualisation of motion events, space and time and the ways and means of their expression in language in general and in specific individual languages has introduced into the study of language acquisition — both first and second/foreign, and the characteristics of such research. In addition to the global context, it also goes over the domestic Czech linguistic tradition of research in this field and contemporary Czech studies; b) the current state and needs of teaching Czech as a foreign language and its resources for more extensive empirically based research, especially the acquisition corpora resource. For the first subtopic, the study provides an overview of the development of interest in teaching Czech as a foreign language abroad and at home. In both areas, there is a growing interest in teaching Czech or the need to teach it to speakers whose first language is a Slavic one, as well as typologically and distantly related languages (Chinese, Korean, Arabic, etc.). It is therefore necessary to pay increased attention to research into the processes of acquisition of Czech by speakers of these languages and its teaching. In connection with the second subtopic, the study provides an overview of the Czech acquisition corpora resources (including learner corpora), which are necessary for more extensive empirical research in this area.
3
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Od kompetencí k obsahům

63%
Šebesta K., Hedin T.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2019
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vol. 10
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issue 2
115-122
EN
The authors consider how the relationship between reading literacy and communication education can be defined and using the example of education for critical reading, they present communication education as an autonomous component of the Czech language and literature education, with its own subject matter, educational objectives and content. They gradually come to the realisation that reading literacy, as it is usually understood, belongs among key competences due to its character (it is part of the communication competence). Supported by the results of the analyses of the causes of curricular reform failure, they draw attention to the potential risks which may arise when we attempt to translate key competences directly into teaching. They claim that it is essential to start from a sectoral basis, to formulate field-specific educational objectives and content in individual fields of education and to investigate their relation to key competencies. In the final part of their reflection, they present a model of communication education which deals with mental processes and structures associated with communication activities, while the educational goal then lies in the students’ ability to reflect on these processes and influence them in accordance with their own needs and intentions. In this concept, educational content is the theory, terminology and knowledge needed to understand these processes.
4
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Deverbální jmenné predikáty v konstrukcích se slovesem dělat v češtině z mezijazykové perspektivy

51%
Lin M. S.-h., Šebesta K., Chui K., Yeh H.-l.
Časopis pro moderní filologii (Journal for Modern Philology)
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2023
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vol. 105
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issue 2
188-199
EN
This study introduces a cross-linguistic investigation of Do-constructions in Chinese, Russian and Czech, focusing especially on Do-construction strategies in Czech. The DO-construction in this study refers to a predicate-argument structure comprising the light verb ‘to do’, and a predicate deverbal noun, which is a noun derived from a verb or verbal phrase. Chinese, Russian and Czech align in manifesting a cross-language functional construal where predication rests upon the semantic content of the accusative argument denoting action events that are of interest in communication. A corpus analysis of the linguistic properties of the constructions across speaking and writing attested that Do-constructions in Chinese are more productive than those of Russian and Czech. However, the corpus data also show that the light uses of the Czech verb ‘to do’ are predominant compared with its full uses. Therefore, this study further focuses on one of the light uses of the Czech verb ‘to do’, which is with predicate deverbal nouns.
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