This dissertation titled Teaching English to Deaf and Hard-of-hearing University Students aims to portray a picture of the situation of teaching English to university students, more specifically of those studying at Charles University in Prague. The work is divided into two main parts. The first part brings general insight, also from linguistic perspective, into language competences and language acquisition by the hearing impaired. It describes variables and possible variables affecting spoken language acquisition by this minority. It gives basic overview of different levels of hearing loss on the grouds of medicine assessment of hearing loss. The dissertiation stresses out the neccessity of educating these students with respect to linguistic research and findings. Moreover, it emphasizes the needs to interweave linguistics and pedagogy and benefits of linguistics research and methods such as error analysis and contrastive analysis for enhancement of language productive skills of hearing impaired students. The second part of the dissertation is devoted to the research of English language teaching to hearing impaired students at Charles University in Prague. The work summarizes the findings of five-year long research carried out at the Language Resource Centre, Faculty of Arts, Charles University in...

Les discours normés que produisent les institutions sont concurrencés par les discours informels ou faiblement formalisés issus du web social. La démocratisation de la prise de parole redistribue l’autorité en matière de connaissance et modifie les processus de construction des savoirs. Ces discours spontanés sont accessibles par tous et dans des volumes exponentiels, ce qui offre aux sciences humaines et sociales de nouvelles possibilités d’exploration. Pourtant elles manquent encore de méthodologies pour appréhender ces données complexes et encore peu décrites. L’objectif de la thèse est de montrer dans quelle mesure les discours du web social peuvent compléter les discours institutionnels. Nous y développons une méthodologie de collecte et d’analyse adaptée aux spécificités des discours natifs du numérique (massivité, anonymat, volatilité, caractéristiques structurelles, etc.). Nous portons notre attention sur les forums de discussion comme environnements d’élaboration de ces discours et appliquons la méthodologie développée à une problématique sociale définie : celle de l’épidémie du VIH/SIDA au Viêt Nam. Ce terrain applicatif recouvre plusieurs enjeux de société : sanitaire et social, évolutions des moeurs, concurrence des discours. L’étude est complétée par l’analyse d’un corpus comparable de langue française, relevant des mêmes thématique, genre et discours que le corpus vietnamien, de manière à mettre en évidence les spécificités de contextes socioculturels distincts. / The standard discourse produced by official organisations is confronted with the unofficial or informal discourse of the social web. Empowering people to express themselves results in a new balance of authority, when it comes to knowledge and changes the way people learn. Social web discourse is available to each and everyone and its size is growing fast, which opens up new fields for both humanities and social sciences to investigate. The latter, however, are not equipped to engage with such complex and little-analysed data. The aim of this dissertation is to investigate how far social web discourse can help supplement official discourse. In it we set out a method to collect and analyse data that is in line with the characteristics of a digital environment, namely data size, anonymity, transience, structure. We focus on forums, where such discourse is built, and test our method on a specific social issue, ie the HIV/AIDS epidemic in Vietnam. This field of investigation encompasses several related questions that have to do with health, society, the evolution of morals, the mismatch between different kinds of discourse. Our study is also grounded in the analysis of a comparable French corpus dealing with the same topic, whose genre and discourse characteristics are equivalent to those of the Vietnamese one: this two-pronged research highlights the specific features of different socio-cultural environments.

This thesis deals with Ukrainian-Czech interference at the syntactical level. The theoretical section deals with the terms we work with, defines both contrastive and error analyses, and focuses on syntactic differences between Ukrainian and Czech. The central part of this section focuses on different valencies for Czech and Ukrainian verbs. The practical section consist of an experiment in which we observe the error rate of Ukrainian students when using Czech verbs that have a different valency in Ukrainian. It also includes the differential valency dictionary of Czech and Ukrainian verbs, which is the result of this thesis. Key words: interference, positive transfer, negative transfer, contrastive analysis, error analysis, valency, verb pattern, syntax, Czech, Ukrainian, vocabulary

The intended purpose of this essay was to examine student essays to find out if there are any first language interferences in Swedish students’ written English. First language interference has been researched before, which will be presented in the essay, amongst other terms such as translanguaging, acquisition and language transfer, all explained in the theoretical concepts section. The material for this contrastive analysis was collected from a gymnasium in the south of Sweden. A total number of eighteen essays were collected and examined, with a total number of 235 interference errors, with prepositions being the largest number, and 735 non-interference errors, with spelling topping with 305 errors. In conclusion, the investigation showed some interference errors, but also highlighted the non-interference errors of the students’ essays. Finally, the study present examples for future research in the field, as well as examples of how teachers can work with their students to prevent first language interference errors and make their students aware of the influence their mother tongue have when learning a second, or third, language.

Based on the examiners’ reports of the University of Cambridge on the shortcomings of the students of form V (school certificate level) in Arabic language in the international examinations of year 2008 and 2009 and on the proposals and recommendations therein, the researcher started this research work to address the difficulties faced by students in Arabic language in the grammatical rules when writing essays and in translation from Arabic to English and vice versa in form V (school certificate level) and chose Doha Academy (secondary department) in Mauritius as model. The research work in fact confirmed the errors of students in the grammatical rules after analyzing the examination scripts of the mock examinations run at the school during the year 2009 and 2010 and the researcher came to know about the causes of errors which were also confirmed by means of a questionnaire distributed to the students at this level. The researcher’s interviews with the male and female teachers of Arabic language at School certificate level on the issue were of great benefits and they in fact made mention of the grammatical errors which the researcher came across in the mock examinations’ scripts after close study and analysis. The researcher also considered the importance of the contrastive analysis between Arabic and English due to its effect in learning Arabic as a second language. ط After analysis of the questionnaire and interviews, the researcher came across a number of important issues which he mentioned in details among the results which he concluded. The researcher concluded that most of the errors in grammar are due to the influence of the English language on the Arabic language through linguistic interference, transfer of experience, generalization, as well as errors related to the target language itself like hypercorrection and intralingual phenomenon etc. And that the errors found in translation are caused mainly because of lack of Arabic vocabularies as well as literal translation and a lack of fluency and confidence in using Arabic structures and grammar. Finally, the researcher mentioned a number of recommendations and suggestions which he considers to be a priority and should be executed if we really wish to eliminate difficulties and problems in the process of teaching and learning of the Arabic language at this level and to see the progress of this language in this island. / على (university of Cambridge) بناء على ما قدمّت جامعة كمبرج قصور الطلبة في اللغة العربية في امتحانات كمبرج الدولية للصف الخامس الثانوية للعامين 8002 8002 م، ومن اقتراحات وتوصيات انطلق الباحث في هذا البحث ليتناول الصعوبات التي – يواجهها طلاب اللغة العربية فيما يتعلق بالقواعد عند كتابة المقالات وفي الترجمة من العربية إلى الانجليزية والعكس وذلك في الصف الخامس الثانوي في جمهورية موريشيوس م اختيار أكاديمية الدوحة في موريشيوس نموذجا. لقد أشار البحث فعلا إلى أخطاء الطلاب والطالبات بعد تحليل أوراق إجابات لامتحانين 8000 م كما - في اللغة العربية أُجرِيا في الأكاديمية في العامين 8002 (mock exams) تجريبيين تعرّف الباحث على أسباب الأخطاء التي أكّدها الاستبيان الموزّع على طلاب هذا المستوى. وكانت لمقابلات الباحث م مدرسي ومدرسات هذا المستوى حول القضية ثمراتها حيث أكّدت كذلك ما وجدها الباحث من الأخطاء في النحو والصرف في أوراق إجابات الأمتحان بعد الدراسة والتحليل. رأى الباحث كذلك أهمية التحليل التقابلي بين العربية والانجليزية لتأثير هذه الأخيرة في تعلّم الطلبة اللغة العربية كلغة ثانية. بعد تحليل الاستبيان والمقابلات وصل الباحث إلى عدد من القضايا المهمة وذكرها بالتفصيل في النتائج في آخر البحث. وصل الباحث إلى أن اكثر الأخطاء ترج إلى تأثير اللغة الانجليزية على اللغة العربية تتمثل في التداخل اللغوي ونقل الخبرة والتعميم السلبي كما أن هناك أخطاء تتعلق باللغة اهمدف كالمبالغة في التصويب وتداخل اللغة نفسها. وترج الأخطاء في الترجمة أساسا إلى النقص في المفردات العربية، فضلا عن الترجمة الحرفية وعدم الطلاقة والثقة في استخدام التراكيب العربية والتدقيق النحوي. وأخيرا ذكر الباحث عددا من التوصيات والاقتراحات التي يعتبرها من الأولويات والضروريات ا ولتي يوصي بتنفيذها إذا أُريد بالفعل القضاء على الصعوبات والمشكلات في تعليم اللغة العربية وتعلمه وتقدم هذه اللغة في هذه الجزيرة. / Religious Sudies & Arabic / D.Litt. et Phil. (Arabic)

(in English): The work in this diploma contains the special syntactic structural features of Russian and Czech historical and political science texts. The author of the work takes as a theoretical starting point the principle that Russian scientific texts use more condensed forms of expression than Czech scientific texts, and uses evidence in this diploma to verify the truth of this principle. Quantitative research was carried out to test this theory via examination of Czech and Russian historical and political science texts in both original and translated forms. The original criteria for the choice of texts used was thematic closeness, time period of text creation and a minimum length of 5,000 words. This criteria was later expanded to 7,000 words for original texts and 9,000 words for original texts and their translations. In addition to this a translation analysis was carried out concerning condensation devices, expression dynamics and the implicitness and explicitness of the text. The contrastive analysis of applied condensation devices of Czech and Russian texts adheres to the classification framework of Czech linguist Milan Jelinek. The results of the author's analysis confirm that Russian political science and historical texts reach higher predicative tightness of expression and use more...

本篇論文主要是採用詞彙功能語法以及篇章功能語法來檢視處所詞倒置的結構在中英文裡的表現，分別從四個層次來檢視，包括了語意結構、詞組結構、句法功能結構、以及信息結構。首先，能進行處所詞倒置的動詞必須要是帶有一個客體及一個方位詞的論元結構，或是帶有一個由主事者和客體所組成的複合論元以及一個方位詞的論元結構。其次，在詞組結構中，英文的前置處所詞是屬於介系詞，而中文裡的前置處所詞是屬於名詞。再者，前置的處所詞在中文裡是位於主詞的位置，但在英文裡是句法功能結構上的主詞。最後，在句子的信息結構上，考量到信息編排的方式，後置的名詞傾向是無定的名詞而非代名詞，而且傾向是比前置的處所詞還要長的詞組。就篇章信息而言，處所詞倒置必須考慮到對前的連結及對後的連結。另外在文體修飾上為了對仗的效果也會促使處所詞倒置的產生。 透過對比分析，本篇論文有系統地比較英文和中文在處所詞結構的表現，主要目的在於為學習英文的中文講者提供教學上的啟發。而將理論語法運用在教學語法上，也顯示出這兩者語法之間的關連性以及合作性。一方面理論語法可以提供教學語法一個強而有力的理論後盾；另一方面，教學語法也提供了理論語法研究的動機。總的來說，將理論語法運用在教學方面，不僅對語言教學有助益，對語言學研究的領域上也有相當的幫助。 / This paper examines locative inversion construction by adopting Lexical Functional Grammar and discourse grammar. The examination concerns both English and Mandarin, from four structure levels, a-structure, c-structure, f-structure, and information structure. First, a locative inversion verb takes an a-structure of <theme locative> or <agent-theme locative>. Second, in c-structure, the preposed locative belongs to PP in English but to NP in Mandarin. Third, whereas the preposed locative phrase is in the subject position in Mandarin, the one in English is only a functional subject in f-structure. Finally, in information structure, given information packaging, the postposed theme is inclined to be an indefinite nominal instead of a pronoun and to be a longer constituent than the preposed locative phrase; in contextual information, a linking device, used either anaphorically or cataphorically, is necessary for locative inversion, and stylistic parallelism further facilitates the occurrence of locative inversion. With the systematic comparison of English and Mandarin, this paper aims to provide pedagogical suggestions in regard to English learning for Mandarin speakers, by virtue of the use of Contrastive Analysis. The application of theoretical grammar to the language teaching field indicates the correlation and cooperation between theoretical grammar and pedagogical grammar. On the one hand, the theoretical grammar provides a firm and reliable theoretical support for language teaching; on the other hand, the pedagogical grammar is the motivation to the research of theoretical grammar. All in all, the application of theoretical grammar to language teaching contributes not only to the language teaching filed but also to the linguistic research.

Based on the examiners’ reports of the University of Cambridge on the shortcomings of the students of form V (school certificate level) in Arabic language in the international examinations of year 2008 and 2009 and on the proposals and recommendations therein, the researcher started this research work to address the difficulties faced by students in Arabic language in the grammatical rules when writing essays and in translation from Arabic to English and vice versa in form V (school certificate level) and chose Doha Academy (secondary department) in Mauritius as model. The research work in fact confirmed the errors of students in the grammatical rules after analyzing the examination scripts of the mock examinations run at the school during the year 2009 and 2010 and the researcher came to know about the causes of errors which were also confirmed by means of a questionnaire distributed to the students at this level. The researcher’s interviews with the male and female teachers of Arabic language at School certificate level on the issue were of great benefits and they in fact made mention of the grammatical errors which the researcher came across in the mock examinations’ scripts after close study and analysis. The researcher also considered the importance of the contrastive analysis between Arabic and English due to its effect in learning Arabic as a second language. ط After analysis of the questionnaire and interviews, the researcher came across a number of important issues which he mentioned in details among the results which he concluded. The researcher concluded that most of the errors in grammar are due to the influence of the English language on the Arabic language through linguistic interference, transfer of experience, generalization, as well as errors related to the target language itself like hypercorrection and intralingual phenomenon etc. And that the errors found in translation are caused mainly because of lack of Arabic vocabularies as well as literal translation and a lack of fluency and confidence in using Arabic structures and grammar. Finally, the researcher mentioned a number of recommendations and suggestions which he considers to be a priority and should be executed if we really wish to eliminate difficulties and problems in the process of teaching and learning of the Arabic language at this level and to see the progress of this language in this island. / على (university of Cambridge) بناء على ما قدمّت جامعة كمبرج قصور الطلبة في اللغة العربية في امتحانات كمبرج الدولية للصف الخامس الثانوية للعامين 8002 8002 م، ومن اقتراحات وتوصيات انطلق الباحث في هذا البحث ليتناول الصعوبات التي – يواجهها طلاب اللغة العربية فيما يتعلق بالقواعد عند كتابة المقالات وفي الترجمة من العربية إلى الانجليزية والعكس وذلك في الصف الخامس الثانوي في جمهورية موريشيوس م اختيار أكاديمية الدوحة في موريشيوس نموذجا. لقد أشار البحث فعلا إلى أخطاء الطلاب والطالبات بعد تحليل أوراق إجابات لامتحانين 8000 م كما - في اللغة العربية أُجرِيا في الأكاديمية في العامين 8002 (mock exams) تجريبيين تعرّف الباحث على أسباب الأخطاء التي أكّدها الاستبيان الموزّع على طلاب هذا المستوى. وكانت لمقابلات الباحث م مدرسي ومدرسات هذا المستوى حول القضية ثمراتها حيث أكّدت كذلك ما وجدها الباحث من الأخطاء في النحو والصرف في أوراق إجابات الأمتحان بعد الدراسة والتحليل. رأى الباحث كذلك أهمية التحليل التقابلي بين العربية والانجليزية لتأثير هذه الأخيرة في تعلّم الطلبة اللغة العربية كلغة ثانية. بعد تحليل الاستبيان والمقابلات وصل الباحث إلى عدد من القضايا المهمة وذكرها بالتفصيل في النتائج في آخر البحث. وصل الباحث إلى أن اكثر الأخطاء ترج إلى تأثير اللغة الانجليزية على اللغة العربية تتمثل في التداخل اللغوي ونقل الخبرة والتعميم السلبي كما أن هناك أخطاء تتعلق باللغة اهمدف كالمبالغة في التصويب وتداخل اللغة نفسها. وترج الأخطاء في الترجمة أساسا إلى النقص في المفردات العربية، فضلا عن الترجمة الحرفية وعدم الطلاقة والثقة في استخدام التراكيب العربية والتدقيق النحوي. وأخيرا ذكر الباحث عددا من التوصيات والاقتراحات التي يعتبرها من الأولويات والضروريات ا ولتي يوصي بتنفيذها إذا أُريد بالفعل القضاء على الصعوبات والمشكلات في تعليم اللغة العربية وتعلمه وتقدم هذه اللغة في هذه الجزيرة. / Religious Sudies and Arabic / D.Litt. et Phil. (Arabic)

How do Swedish and French corporate communication differ from a linguistic point of view? This paper compares corporate communication in the area of Corporate Social Responsibility (CSR) and is based on extracts from Renault’s 2013 CSR Report. The original French report is compared to its Swedish translation made by the author of this paper. On the background of translation theories and works dealing with problematic aspects of translation the analysis focuses on three key areas: CSR terminology, buzz words, and syntactical differences.   The analysis of terminology examines the influence of English on French and Swedish CSR terminology and confirms that Swedish is open to English influence to a greater extent than French. The analysis of buzz words shows that although this type of words is common in Swedish corporate communication they are more frequently used in French. The analysis of syntactical differences deals with how lengthy French sentences are translated into Swedish and our study shows that in most cases Swedish translations tend to pass the semantic messages of such sentences by breaking them into several shorter sentences. Lastly, our analysis concludes that French, in many ways, is a more rhetoric language than Swedish.

1 ABSTRACT The goal of this diploma thesis is a complex analysis of the translation of the novel stillborn written by Michael Stavarič, translated into Czech by Radka Denemarková as Mrtvorozená Eliška Frankensteinová. The theoretical part presents the concept of translation norms (a starting point for reconstructing the translation method chosen), Skopos theory, the theory of metatexts, phenomena pertaining to self-translation (the new concept of "self-non-translation", i.e. the decision of an author-translator not to translate their own work) and Popovič's (1975, 1983) "typology of stylistic shifts and changes in translation" as a basic tool for the subsequent micro-textual contrastive analysis of selected parts of the translation. In the empirical part, the author and his work are briefly introduced, the thesis then provides a narratological analysis of the original; in the following part the translator and her work are introduced. This is followed by a description of the translation's reception in the Czech cultural environment based on an analysis of the available literary reviews ("epitexts") of the translation; these results are compared with the results of the analysis of the German literary reviews of the original. Additional information came from interviews with the author and the translator. A...