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Afázie v lingvistice, lingvistika v afáziologii

100%
Lehečková H.
Časopis pro moderní filologii (Journal for Modern Philology)
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2016
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vol. 98
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issue 1
7-22
EN
The aim of this paper is to show the place of aphasia in linguistic research and the contribution of linguistic theory to the study of aphasia. It begins by introducing certain aspects of neuroscience and its methods, which inform the medical typology and symptomatology of aphasia. The role of linguistics in multidisciplinary aphasiology is discussed both from the historical and the contemporary point of view. The second part outlines the linguistic approach to testing and treating aphasia and, with reference to two international comparative research projects, it describes the universal and languagespecific characteristics of aphasia. Finally, it presents the seminal result of a long-term study of agrammatism in Czech, namely the interplay between the typological character of the language and the manifestation of aphasia symptoms.
2
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K prezentaci české deklinace jinojazyčným mluvčím

80%
Hrdlička M.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2014
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vol. 5
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issue 2
98-115
XX
The presentation of the Czech declension system in books for foreign learners is a key and very problematic chapter which later influences the presentation of other grammatical structures and categories. The complexity of Czech formal morphology is caused by language factors (different kinds of declension, many paradigms, a lot of exceptions, variants, etc.) as well as methodical factors (manifestation of agrammaticality, formalistic approach). The difficult situation has not even been solved by attempts to simplify and reduce the system of Czech declension for linguodidactic purposes. Most of the books tend to present the individual cases one by one (horizontal approach) rather than presenting the whole paradigms (vertical approach). Both of the concepts have their pros and cons. The question of optimal order of case presenting and some other problems remain unresolved. In the conclusion we provide basic linguodidactic recommendations for presenting the declension system
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