http://hdl.handle.net/20.500.11956/96282 Issue 2 Sun, 12 Apr 2026 18:43:44 GMT 2026-04-12T18:43:44Z http://hdl.handle.net/20.500.11956/97105 Jazyková gramotnost romských žáků základních škol praktických v psaném projevu; ; ; The first part of this paper tries to contribute to the illustration of the formal language literacy presented by sample of text written by young Roma people. Those people attend special schools and their education program is limited comparing to the ordinary schools. The paper introduces new term — the stigmatize error/mistake. The second part of the presented paper illustrates main reasons of those mistakes (sociocultural, language, educational) and tries to suggest some solutions for school training. It can be orthography practicing, focus on phonetics, relations between speaking and writing, communication practices, vocabulary practicing, etc. The paper shows examples taken from databank ROMi, which was constructed as a sample of Czech language spoken/written by young Roma people. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/20.500.11956/97105 2013-01-01T00:00:00Z http://hdl.handle.net/20.500.11956/96893 Negation in Early Child Communication (Remarks on Linguistic Analysis); ; ; This paper analyses broadly defined negation in early child communication. It offers a semantically based linguistic analysis that studies the interaction between the child and other people (mostly his or her carers). The paper defines negation, discusses the contexts in which it is expressed, and analyses both verbal and nonverbal means of its expression. It observes various facets of negation and the relationship between the different means of expressing it. The analysis is based on a case study of negation in the speech of a Czech speaking boy during his “one word” period, that is, from approximately 12 to 18 months of his age. Both verbal and nonverbal means of expression are studied, but attention is focused on verbal means of expression, such as ne (‘no’), ne ne, and není (‘it/there is not’ etc.), that form a specific system. During the studied period, ne is used to express protest or rejection, ne ne is connected with meanings such as ‘dangerous’ or ‘undesirable’, and není refers to changes of state or perception. The analysis is a part of wider longitudinal research in the language production of Czech speaking children that uses video recordings of the interaction between the child and his or her carers in a natural environment, in some cases combined with a parental diary; the methodology of the video data collection is analogous to that used by a Slovak research group led by D. Slančová.; Studie je věnována široce vymezené negaci v rané dětské komunikaci. Nabízí sémanticky založenou lingvistickou analýzu interakce mezi dítětem a lidmi v jeho blízkosti, především rodiči. Příspěvek definuje negaci, zabývá se kontexty, v nichž se negace objevuje, a analyzuje verbální i neverbální prostředky jejího vyjádření. Sleduje rovněž rozmanité významové odstíny negace a vztahy mezi různými prostředky jejich vyjádření. Analýza je založena na případové studii negace v projevech česky hovořícího chlapce z tzv. jednoslovného období, tj. přibližně od 12 do 18 měsíců jeho věku. Představuje užívané verbální a neverbální prostředky vyjadřující negaci a soustřeďuje se na prostředky verbální, zejm. ne, ne ne, není, které vytvářejí specifický systém: V analyzovaném období je ne užíváno k vyjádření protestu nebo odmítnutí, ne ne je spojeno s významy jako ‚nebezpečný‘, ‚nežádoucí‘ a není se vztahuje ke změnám stavu nebo smyslových vjemů. Příspěvek je součástí rozsáhlejšího longitudinálního výzkumu jazykových projevů česky hovořících dětí, který využívá videonahrávek interakce mezi dítětem a jemu blízkými osobami v přirozeném prostředí; v některých případech jsou videonahrávky kombinovány s deníkovými záznamy. Metodologie sběru videonahrávek je analogická metodologii užívané slovenskou výzkumnou skupinou vedenou D. Slančovou. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/20.500.11956/96893 2013-01-01T00:00:00Z http://hdl.handle.net/20.500.11956/96886 Kognitivní lingvistika a sociolingvistika na cestě ke sblížení; ; ; Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/20.500.11956/96886 2013-01-01T00:00:00Z http://hdl.handle.net/20.500.11956/96791 Syntax naratív detí predškolského veku; ; ; The study focuses on the development of syntactic structures in narratives of 3–6 years old Slovak children. The aim of the research is to describe not only various ways of creation of logical semantic relations when telling a story but also the succession in acquisition of linear structural combinatory rules necessary for a narrative construction. We have concentrated on two questions: (a) How does the syntactic structure of narratives change according to the age of a child?; (b) Is the syntactic structure of narratives determined by the story itself? If yes, to what extent? The research sample consists of 162 transcriptions of narratives (30 girls and 24 boys). Each child has produced three different narratives according to the series of pictures. The research methodology is based on the CDI III project (Communicative Development Inventories — Narrative project). Three tendencies have been observed in the development of syntactic structures: (a) decline of syntactic structures (in reference to single word and multi word nominal utterances and utterances with an isolated predicate); (b) fixation of simple sentence which represent a stable and dominant structure in all the analysed age; (c) development of syntactic structures (compound and complex sentences). Each syntactic structure develops a structural component of a narrative. The linguistic research of children’s narratives is motivated by the need to create a diagnostic tool for the evaluation of children’s narrative abilities in logopaedic practice. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/20.500.11956/96791 2013-01-01T00:00:00Z