Czech Language Research Articles

Definition and Classification of the Term Pedagogical Innovation - Systematic Review Study

The article is based on a systematic review study, which includes systematization, collection and analysis of relevant scientific studies in the field of pedagogy related to the issue of the definition of pedagogical innovation, its types and forms at the first level of primary schools. The main objective of the review study was to identify the definition of the concept of pedagogical innovation and its classification of types, kinds and forms at the first level of primary schools in the professional literature. We selected the analysed literature according to criteria: scientific studies and articles published in scientific journals and periodicals, studies related to the issue of pedagogical innovation at the primary level of education, studies published in the last 20 years, studies in Slovak, Czech and English languages. We have identified a number of problems that we propose to address at the research level. These are: synonymous understanding of the terms pedagogical innovation and reform, semantic meaning of the word pedagogical innovation, pedagogical innovation and its form in the process of social change, the connection of pedagogical innovation with the innovation process, the innovation cycle, the creation of conditions in school education for the introduction of pedagogical innovations, criteria for classifying pedagogical innovation.

Kruh přátel českého jazyka v akademickém roce 2022/2023

Kruh přátel českého jazyka v akademickém roce 2022/2023

African Diasporic Narratives from the Czech Republic

Abstract Studies have addressed the historical trajectories of people of African heritage in the Czech Republic (CR), but there is no comprehensive study of the contemporary lives and identities of African people. Given the increasing number of African people living in the country, research into an emerging African diaspora is imperative. This empirical study emerges as part of a larger project which aims to address this paucity through an interdisciplinary and ethnographic lens. Its primary aim is to develop a detailed and nuanced account of sociopolitical identities among people of African heritage in the CR by focusing on the dynamics of language and race and, to a lesser degree, gender. Theoretically based on intersectionality and drawing from the recently developed framework of ‘raciolinguistics’, this paper provides the first diasporic narratives of African people in the CR who have varying degrees of Czech language fluency and experience diverse forms of racialisation and racism. Individual multiple life trajectories in the CR suggest that African migrants feel caught in a complex matrix of linguistic and racial discrimination but that they have a sense of reasonable safety and security. This highly ambiguous space also shows that, on the one hand, there are instances where Czech language skills have the capacity to mitigate the challenges in racial discourse and racism, but on the other hand there are clear limits to the power of language in the face of racial Othering and racism.

Development of the word order of the reflexive enclitic sě/se dependent on a finite verb in Czech translations of the Gospel of Matthew from the 14th to the 21st century

Abstract The paper studies the development of several properties of the reflexive enclitic sě/se dependent on a finite verb in the Czech language. We focus on the word order position of the reflexive and on the influence which the length of the initial phrase has on the position. We also investigate the shift of the reflexive from an enclitic into a prosodically indifferent clitic. Nine Czech translations of the Gospel of Matthew from the 14th to the 21st century are used as language material.

Ukrainian Parents' Engagement with Czech Public Schools: Challenges and Roles for Parents

Even though school-based parental involvement has been linked to academic and behavioral benefits for children, little is known about the links between parental involvement for Ukrainian refugee families and contextual factors such as Czech language fluency, teaching styles, and student assessment. Identifying the barriers and limitations to cooperation between the home and the school might contribute to helping refugee children adjust to their new life in the host country. The article presents the results of a study with an exploratory qualitative approach using interviews and an interpretative phenomenological analysis for data interpretation. The study was designed to explore the multiple barriers that refugee families face when engaging with their children’s Czech public schools. The results revealed that Ukrainian parents encountered a number of challenges and that a welcoming school environment was crucial for involving them in their child’s school.

Tapping Into Unknown Musical Areas Analysis of a Medieval Bohemian Musical Manuscript

"This research presents a medieval musical manuscript that has not yet been analyzed in detail. Catalogued under the name of Graduale Latino-Bohemicum, and currently held in the Batthyaneum Library of Alba Iulia, it has many peculiarities in comparison with other similar codices from the Transylvanian area, hence also compared with other Czech manuscripts. We offer analysis around the date of its creation, then debate different naming options. To create the proper context of understanding for the analysis, we present a brief historical background of the time and place in question, that is the turbulent 15th and 16th century of Europe, with special focus on Transylvania. We continue with the physical aspects of the manuscript that guide us through the colorful world of medieval codices. From a structural standpoint the work has two delimited parts. The bilingual manuscript starts with chants written in Czech and finishes with melodies in Latin. The existence of the Czech language, as well as many other clues govern us to set up hypotheses regarding its provenance. During the content analysis we dedicate a subchapter to the later page inserts that contain additional notes for the chants, wherefrom we can further conclude theories about the usage of the codex, authors of the later annotations, and so forth. We offer a more in-depth analysis of the musical notation where aspects like rhythm, staff, neumes used and special solutions are shown. Finally, we conclude all major, raised questions related to the name, origin, and genre. Keywords: Graduale Latino-Bohemicum, musical manuscript, codex, medieval, paleography, Gradual, Cancional, Antifonal, Hussite, Czech, Latin, Gregorian, unison, polyphony."

Evaluation of Epistemic Beliefs Self-Report Questionnaires in the Czech Middle School History Classroom

Epistemic beliefs are gaining increasing importance in social science education in Czechia. Recent literature has demonstrated findings linking epistemic beliefs with various academic skills, including achievement and reading comprehension. The present study aims to explore the epistemic beliefs of adolescents specific to the domain of history. The study reviews research literature on ontological changes in students’ epistemic beliefs and their reasoning within the domain of history since the 1950s, with a particular focus on various models and measurement. The empirical part of the study investigates adapted self-report questionnaires on the epistemic beliefs of adolescents in Czech history classes in the upper grades of middle school. In the first step, the selected questionnaires were back-translated and refined by iterative sets of cognitive interviews. The finalised sets of items were administered in seventh-, eighth-, and ninth-grade classes (N = 303) in May and June 2021. The confirmatory factor analysis and follow-up correlational analysis demonstrated various degrees of support for the dimensions of the Epistemic and Ontological Cognition Questionnaire, for the dimension of Value of Integration Information, and for the dimension of Historical Methodology in Generating Historical Knowledge. Reading comprehension correlated positively with epistemic belief dimensions related to epistemic criteria of justification by multiple sources, the value of integration information, and historical methodology. Academic achievement in the form of the end-of-grade marks obtained in the subjects of history and Czech language did not show a consistent relationship with the epistemic beliefs. The potential practical and research uses of the self-report questionnaires that were investigated in regular classroom instructions are discussed. The presented study aimed to explore the domain of history that witnessed ontological changes in students’ reasoning since the 50’s (Committee on the Study of History, 1969), that gave rise to more systematic empirical studies on epistemology about history knowledge. In the 21st century, Maggioni and her colleagues (2004, 2009) constructed their self-reported questionnaire on epistemic stances on history knowledge. Ever since, following researchers further modified, advanced, and developed new measurement tools to identify student epistemic beliefs in history. Ontological theories (Kuhn et al., 2000) posited the epistemic development in college population, however, the new evidence demonstrated rudiments of epistemic reasoning in even younger population and presented its nonlinear growth (VanSledright & Reddy, 2014) contingent upon the characteristics of the learning domains (ill-structured x well-structured; Frederiksen, 1984). Since history can be viewed as an ill-structured domain, there is more room for learners to express and exchange their higher levels of epistemic beliefs compared to domains that belong among hard sciences (Barzilai & Weinstock, 2015; Kuhn & Weinstock, 2002). Therefore, history classrooms present an excellent opportunity for investigating epistemological stances of students in lower secondary education. The current study investigated the potential of epistemic beliefs measurement among the Czech history classrooms. The researchers selected assessment self-report questionnaires in the sample of students from western countries ranging from middle schools to college in the history domain (Greene et al., 2010; Stoel et al., 2017; Wiley et al., 2020). In the first step, the inspected measures were back-translated (Klassen et al., 2009) and refined by iterative sets of cognitive interviews 9/2020-5/2021 (Karabenick et al., 2007). The finalized sets of items were administered in the 7th, 8th, and 9th grade classrooms (N = 303) 5-6/2021. The confirmatory factor analysis and follow up correlational analysis demonstrated the support for the dimensions of Epistemic and Ontological Cognition Questionnaire (Greene et al, 2010), for the dimension on Value of Integration information (Wiley et al., 2020), and for the dimension focusing on Historical Methodology in generating historical knowledge (Stoel et al., 2017). The student reading comprehension was correlated to epistemic belief dimensions related to epistemic criteria of justification by multiple sources. The potential practical and research uses of the investigated self-report questionnaires in regular history classroom instructions were discussed.

Запозичення як спосіб номінації їжі та напоїв у центральноподільських говірках / Borrowing as a way of nominating food and drinks in the Central Podillya dialect

The article presents a description and systematization of lexical borrowings in the Central Podillia dialect in 10 settlements of Vinnytsia and Khmelnytskyi regions. The object of study is the Central Podillia dialect, because this area has a high heuristic potential for studing the mechanisms of interlanguage contact: Podillia is located on the border of different states, on the borders of the lands of different peoples, the borders of the Kyiv, Volyn and Halytsky principalities, the Tatar uluses, of the Principality of Lithuania, Poland, Moldova and Turkey, Russia and Austria came together here at different times. The subject of the analysis is the names of food and drinks. In the analyzed dialect materials, it was recorded 98 lexemes (17.8% of all nomens) for food and drinks, the etymons of which go back to Indo-European, Turkic, Caucasian, Finno-Hungarian, Sino-Tibetan languages. The largest number of borrowings in the thematic group of food and drink names of the Central Podillia dialect is attested from the languages of the Indo-European language family. The most frequently borrowed lexemes were recorded from the Romance group (41 nomens), in particular from the following languages: French (18 nomens), Latin (11 nomens), Italian (8 nomens), Romanian (3 nomens), Spanish (1 nomen). The least represented Greek language group, from which 6 nomens were borrowed. Many borrowings (24 nomens) are attested from Slavic languages, in particular from Russian (12 nomens), Polish (11 nomens) and Czech (1 nomen) languages. The Germanic group of languages, in particular German (12 nomens) and English (2 nomens), is also represented by various names for food and drinks in the dialects of Central Podillia. The following language families were less popular for borrowing the names of food and drinks in the dialects of Podillia: Turkic (6 nomens), Finno-Hungarian (3 nomens), Caucasian (3 nomens) and Sino-Tibetan (1 nomen). The established genetic affiliation of the identified lexical borrowings to a specific linguistic source is determined by historical, socio-economic, political and cultural factors of the development of Podillia. In the future, the analysis of isolex borrowings in the Podillia dialect may become a perspective for the study of foreign loanwords in the dialects of Podillia.

O STILISTIKI IN NJENEM POMENU: JEZIKOSLOVNA DISCIPLINA V DRUŽBI 21. STOLETJA

Through analysis of the books on stylistics written in the English, German, Czech, Slovak and Croatian languages, we describe the development of stylistics, its predecessors, independence from literary science, and the contemporary situation. We focus on Slovenian linguistic stylistics based on an analysis and review of entries including keyword stylistics in the Slovenian bibliographic catalogue Cobiss+. By reviewing and analysing the stylistic publications of Tomo Korošec, who devoted the largest part of his research to media stylistics, we substantiate his contribution to Slovenian theoretical stylistics. The main finding of our comprehensive analysis is that stylistic research in Slovenia has been intense since the 1960s, that an important part of this research relates to the work of Tomo Korošec and that, alongside theoretical stylistics, it is important to include school stylistics as part of general education on all levels. Keywords: linguistic stylistics, history of stylistics, media stylistics, journalism stylistic, stylistic of advertising, linguistic education, rhetoric

BIČAN A., DUBĚDA T., HAVLÍK M., ŠTĚPÁNOVÁ V. FONOLOGIE ČESKÝCH ANGLICIZMŮ. PRAHA: NLN, 2020.

The review presents a research paper The Phonology of Czech Anglicisms, prepared in the Institute of the Czech Language of the Academy of Sciences of the Czech Republic and devoted to the problems of phonological and graphic adaptation of Anglicisms in modern Czech, their phonological structure, as well as the influence of sociolinguistic factors on their phonetic implementation in discourse.

Validation of the Health Consciousness Scale among the Czech Population.

The COVID-19 pandemic has demonstrated the importance of maintaining good health. It became has become apparent that health consciousness is a crucial factor in promoting healthy lifestyles, disease prevention, and the overall well-being of individuals. A higher level of health consciousness is associated with healthy habits, better adherence to medical recommendations, and a higher quality of life. Therefore, health consciousness is a critical construct in health care that reflects the degree to which individuals care about their health. This study, which is based on a representative sample of the adult population (n = 1372), aims to validate the Health Consciousness Scale (HCS) to assess its reliability and validity, and evaluate the factor structure of the translated version of the scale in the Czech language. The validation of the HCS in the Czech context is a significant step forward and provides useful information for healthcare professionals, policymakers, and researchers. The findings of this study contribute to the understanding of health consciousness in the Czech population and provide unique information for the development and evaluation of health interventions aimed at promoting healthy behaviors and attitudes.

Adverbs Derived from Adjectival Present Participles in Polish, Slovak and Czech: A Comparative Corpus-Based Study

Abstract The paper investigates and compares the inventory of adverbs derived from adjectival present participles in the Polish, Slovak and Czech languages. The particularity of these adverbs is that they do not occur in every language, even if it concerns closely related languages. While in Polish and Slovak this type of adverbs is represented by hundreds of lemmas, in Czech it is almost not represented. The comparative analysis is carried out on the data retrieved from the comparable web corpora Aranea. The sets of adverbs extracted from the comparable corpora of the languages examined are analysed by the following criteria: the total number of the adverb lemmas in the corpus, their relative frequency (ipm), morphemic structure features, collocability preferences. The similarities and differences between the adverb sets are established. According to the corpus data, the adverbs derived from adjectival present participles are more widely used in Polish than in Slovak, and in Czech they are a rare phenomenon represented by a limited number of lemmas with a negligible frequency.

Inclusive education in the Czech Republic: A scoping review of a paradigm shift

AbstractThis scoping review presents the historical, social, and international influences that shaped the gradual move from segregated to inclusive education for all children in the Czech Republic. The introduction of the 2016 amendment to the Education Act marked a decisive paradigm shift in education policy, which formed the legal basis for services and support measures to be made available for all children with special needs in local mainstream schools. We analysed Czech language and English language peer‐reviewed specialist literature to see how these changes have been reflected in current education research. The eighteen studies reviewed provide a complex picture of facilitators and barriers at the level of inclusive culture, policy and practice. Even though progress towards inclusive education in the Czech Republic has been notable, there are still systemic and attitudinal barriers to the education of all children.

JA PANESE LOANWORDS IN THE CZECH NATIONAL CORPUS

The article discusses some aspects of the functioning of Czech nouns of Japanese origin. Both lexical Japanisms named in the New Encyclopedic Dictionary of the Czech Language (2016) and nouns included in the Neomat electronic database in 2019, 2020 and 2021 are considered. The data of the Czech written and spoken corpora, which are constituents of the Czech National Corpus project, are used. The absolute and relative frequency of use of a particular lexeme, as well as its ARF (= Average Reduced Frequency) was determined with the help of the 4.9 billion-strong corpus of modern written Czech texts SYNv9. The WaG (= Word at a Glance) program developed within the framework of the Czech National Corpus project to determine the regional, gender, age and educational characteristics of Czech speakers using a particular lexeme was used. Russian correspondences to the Czech words of Japanese origin under consideration were given for purely auxiliary purposes, so that the principles of their graphic design were not discussed.

Семантические особенности лексико-семантической группы «Птицы» в русском языке (в сопоставлении с чешским языком)

Semantic features of the lexical-semantic group "Birds" in the Russian language (in comparison with the Czech language)

Josef Váchal’s Authorial Intentionality as a Manifestation of Aesthetic Trends in Culture at Turn of 19th—20th Centuries

The question of the formation of a new type of creator-demiurge in the conditions of culture at the turn of the 19th—20th centuries is considered. Particular attention is paid to the personality of the Czech artist Josef Váchal. The relevance of the study is determined by several factors: firstly, the recent increased interest in Czech literature in Russia and, at the same time, its insufficient representation both in the book market and in the scientific community; secondly, the lack of Russian-language criticism directly devoted to the work and the author’s figure of J. Váchal. Describing the cultural and historical environment in which the creative personality of the artist was formed, the authors of the article refer both to the general European context and directly to the Czech language. It has been established that the work of J. Váchal has a deep connection with the history of his country. In particular, the artist’s reaction to certain moods prevailing in Czech society at that time explains his passion for baroque aesthetics, the cornerstone of his poetics. In addition, Váchal’s biography largely determined the themes and form of his works, so understanding him as a specific personality of the 19th-20th centuries contributes to a more detailed analysis of his work.

Supporting the ukrainian health professionals - war refugees - to study czech language and czech health system in one place

Supporting the ukrainian health professionals - war refugees - to study czech language and czech health system in one place

Zachowania informacyjne czeskich i słowackich studentów w czasie pandemii COVID-19 z naciskiem na Hoaxes i Misinformation

The Institute of Czech Language and Library Science of the Faculty of Philosophy and Science of the Silesian University in Opava (Czechia), in cooperation with the Department of Library and Information Science of the Faculty of Philosophy of Comenius University in Bratislava (Slovakia), conducted comparative research on information behavior of university students during the COVID-19 pandemic and related lockdowns. The Czech data collection was made possible within the framework of an internal student grant competition at Silesian University (SGS/2/2021 and SGS/2/2022). In the first phase, data was gathered through online question-naires with open-ended questions emphasizing self-reflective thinking of the respondents. In the second phase, the data was collected through in-depth, semi-structured interviews with selected participants from the first phase. The data collection in Slovakia was supported by the Agency for Research and Development Support under contract APVV-19-0074 and was also part of the project VEGA 1/0360/21 - Social Representations of Ethical Challenges of the Digital Information Revolution. With a particular focus on the area of hoaxes and misinfor-mation, a comparison of the results showed that the experiences of students from different countries are very similar despite the adjusted method, time gap, and different sample size of the respondents.

The verb in a Czech sentence: How do foreign learners of the Czech language perceive the structure of a Czech sentence?

The aim of this paper is to illustrate through two sentences how foreign learners perceive the structure of the Czech language. Respondents were asked to write answers on how the language works, what the syntactic relations of the sentence members are, and why the chosen words have their concrete forms with respect to the whole clause. The survey collected answers of a wide range of respondents with respect to both the number of years of studying the Czech language and their native language. After a brief introduction to the Czech language focusing mainly on the syntactic and morphological properties that were at the center of attention in this survey, the chosen survey questions are analyzed. It turned out that learners of the Czech language were willing to participate in this survey; in total the respondents provided answers in 95.7 % of cases, which helped to get more exact results. It emerged that respondents of the survey fully answered the questions correctly in 52.7 % of cases. The remaining 47.3 % of responses were either wrong or incomplete depending on the form of the question. The results of this survey lead us to the conclusion that it might be worth focusing more on the system of morphology and syntax while teaching Czech for foreigners. The complete list of answers with respect to the number of years of studying the Czech language is attached in the appendix.

Selected grammatical categories in the Czech language as understood by non-Czech speaking students

Teaching elementary Czech to university students is a challenging task. Given the profound complexity and numerous exceptions found in the Czech language system, a balance between oversimplification on the one hand and overwhelming students on the other hand needs to be sought. The objective of this study is to find out whether and to what extent do beginner Czech learners understand how selected grammatical categories work in Czech. The results imply that more attention should be paid to word formation processes as insufficient understanding of them was identified not only in students who were new to Czech but also in the control group.