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Příspěvek ke kritické analýze reálií

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Romaševská K., Lah J.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2017
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vol. 8
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issue Zvláštní číslo 2017
34-47
EN
The paper critically examines the concept “reálie”, used in the context of foreign-language teaching. The first part presents the results of the analysis of theoretical literature and assesses the way “reálie” are understood in selected textbooks. The paper criticizes the structuralist approach to the understanding of the concept “reálie”, which has been dominant in the theoretical literature on the subject. Based on the analysis, a new approach to the concept “reálie” is suggested, which takes into consideration the pragmatic and social-practical aspects that play an important role in communication and in foreign-language teaching. Two fundamental types of “reálie” are recognized, “high” and “low”, which correspond to two different functions: identificational and practical, respectively. The suggested classification reflects the different interests of the participants in the process of foreign-language teaching, i.e. on the one hand foreign students, and on the other teachers of Czech as representatives of the host society.
2
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Vowel-Related Glottalization in Czech Read Speech: Russian vs. Native Speakers

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Veroňková J., Tolkunova Y.
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
93-108
EN
Glottalization as a significant irregularity of glottal pulsing fulfils a number of linguistic functions and can occur in various contexts. It can also contribute to a foreign accent. This paper examines the rate of vowel-related glottalization in the speech of Russian speakers who are beginning learners of Czech, comparing their reading of Czech with that of native speakers. In Czech, there is a relatively high frequency of glottalization and, according to research from the last decade, glottalization in Russian is more common than is usually assumed, especially at the boundaries of intonational phrases. The purpose of this study is to determine the similarities and differences in the distribution of glottalization among native and non-native speakers of Czech, and to examine the factors that may influence it. The subjects read a short text containing 14 potential positions where glottalization can occur in the standard pronunciation of native speakers. The resulting 322 tokens were then analysed and rated for glottalization. The analysis was primarily based on perception and covered two main categories of glottalization: the glottal stop and creaky voice. The rate of glottalization in individual speakers ranged from 71.4 to 100.0% (native group) and from 25.0 to 72.7% (non-native group). The differences between native and non-native speakers are significant at the level p < 0.05, while the differences between males and females (both within and across the groups) are not significant. Three different positions (the intonational phrase boundary, the position after a non-syllabic preposition, and the word-internal boundary) are discussed in detail.
3
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Metoda jevištního tvaru vyžadující kvalitativní přístup pro měření pokroku jinojazyčných mluvčích

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Boccou Kestřánková M.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2017
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vol. 8
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issue Zvláštní číslo 2017
63-87
EN
In this article we introduce a teaching methodology “theatre pedagogy” (“MJT”), which is used in teaching Czech for foreigners. The primary goal of MJT is not only to positively influence the acquisition of language, but also to focus on sociolinguistic, discourse, sociocultural and social and strategic competences. Theatre practices also help students overcome their fear of talking (i.e. reduce the fear of making a mistake while speaking), it also strengthens communication, interaction and social skills of students. The second part of this text presents our empirical research used to validate MJT. The foundations of this analysis are video recording of role plays which students prepare throughout the classwork. The evaluation of particular role plays is more qualitative than quantitative: it is based on assessment criteria and assessment grids, the main keys for evaluation are fulfillment of role play instructions, success rate of information transfer with a partner, meeting of various communication competences. Each criterion is commented in a table and then scored.
4
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K jednomu aspektu evropanství a světovosti češtiny

80%
Hrdlička M.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2017
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vol. 8
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issue Zvláštní číslo 2017
9-22
EN
This paper aims to commemorate, on the seven hundredth anniversary of the birth of Emperor Charles IV, significant milestones in the history of Czech language, to point toward the usage of Czech in the present day and to recognize the yet underutilized possibilities of onomasiological description of the spoken system of Czech as it relates to non-native speakers. This work would contribute to more effective teaching of Czech as a foreign language, especially for non-Slavic speakers. This paper is focused on (a) the presentation of significant language rules related to Czech and the role of Czech in communication (reminiscent of the Golden Bull of Charles IV, which established Czech as one of the official languages in the Holy Roman Empire). Next the paper examines (b) types of grammatical description (the synchronic and diachronic approach, as well as comparative, descriptive, prescriptive, or semasiological grammar) with emphasis on both general and specific qualities of pedagogical grammar (reduction and simplification of curriculum, the cyclical nature of grammatical interpretation, efforts toward understandability and learnability, application of curriculum, and pragmatism). Attention is then dedicated to (c) problematic explanations of Czech grammar in textbooks of Czech for foreigners (formalism, disproportionate attention to morphology and syntax, and similar issues). The paper concludes by considering (d) the advantages and possibilities of onomasiological description of the grammatical system of Czech, beginning with what languages have in common (the semantic dimension) and ending with how they differ (formal representation of meaning and the functions of communication). Onomasiology allows for the introduction of competing ways to express grammatical categories (varied frequency, stylistic connotation, among others). This method contributes to the effective interpretation of grammatical categories that do not have a parallel between the source and target languages. In regard to the methodology of this text, the analysis of scientific literature and textbook material is used, and the benefit of the onomasiological approach is hypothesized.
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