http://hdl.handle.net/20.500.11956/96289 Issue 2 2026-04-06T22:03:18Z http://hdl.handle.net/20.500.11956/97193 BREAKING THE MYTH OF UNIVERSAL GRAMMAR (AGAIN); ; ; 2015-01-01T00:00:00Z http://hdl.handle.net/20.500.11956/97192 TÝDEN ČEŠTINY VE SVĚTĚ 2015; ; ; 2015-01-01T00:00:00Z http://hdl.handle.net/20.500.11956/97203 L2 Students’ Academic Literacy Development Guided by Teacher Written Feedback: A Writing-to-Learn Perspective; ; ; Non-native graduate students need to master specialized disciplinary knowledge and genre conventions to perform academic writing tasks. The learning practice is always a process of legitimate peripheral participation where students are inducted into their chosen discipline through collaboration and interaction with people in their social and academic network. Adopting a writing-to-learn perspective, the study sought to examine how teacher written feedback guided L2 graduate students to engage in legitimate, peripheral, and participatory activities with the purpose of understanding teacher expectations, learning disciplinary conventions and developing academic literacy in the discipline of applied linguistics. The exploration demonstrated that teacher written feedback provided opportunities for students to engage in dialogic interaction with various parties through interpreting and/or clarifying teacher written feedback. These legitimate peripheral participation activities not only enabled L2 students to gain necessary disciplinary knowledge for successful papers, but also situated them in relation to more experienced members and by extension to the field. 2015-01-01T00:00:00Z http://hdl.handle.net/20.500.11956/97159 Processing and Representation of Different Types of Czech Affixes; ; ; The study investigates the processing of morphologically complex words in Czech. In Experiment 1 we employed morphological repetition priming to test the Split Morphology Hypothesis, i.e. whether derived and inflected word forms are stored in the same or different manner in the Czech mental lexicon. The results demonstrate significantly larger priming effects for inflected forms compared to derived forms indicating distinct processing of inflection and derivation in Czech; while inflected forms are fully decomposed during language comprehension, derived forms are either not, or only partially. In Experiment 2 we addressed two research questions. First, we tested the psycholinguistic reality of the linguistic distinction between two types of inflective verbal prefixes: (a) “purely” inflective aspectual prefixes (i.e. the prefix turns an imperfective verb into a perfective one as in hřešit (imp.; ‘to sin’) — zhřešit (perf.)) and (b) derivational verbal prefixes (e.g. krátit (imp.; ‘to shorten’) — zkrátit (perf.)). The results did not indicate any evidence that this distinction would be psycholinguistically grounded. Second, we examined the role of semantic transparency of the derivational prefixes in the processing. The experiment delivered evidence of slower processing of opaque derived verbs, most likely caused by double search/reanalysis. 2015-01-01T00:00:00Z