This study is part of the IN.MIGRA-2 CM project, which studies the sociolinguistic integration of the immigrant population of Madrid. The present study focuses on the language attitudes of 16 residents of Alcalá de Henares, a community of Madrid. The participants were asked to rate their level of agreement with the following affirmations: (1) The Spanish of Madrid is more correct than the forms of speech of Latin American immigrants; (2) Mastery of the Spanish language is the principal demonstration of the integration of immigrants; (3) Immigrants of Latin American origin are integrated because they speak the same language. The study finds a connection between higher levels of contact with immigrants and lower ratings of agreement with the affirmations. This investigation supports others that show connections between social networks and language attitudes, and it adds to the sparse research on language attitudes in Madrid. Adverbial adjectives modify both a verb and the subject of that verb. Their purpose is to describe a quality that pertains to both the subject and the way the subject is performing the verb. Because they modify both the verb and the noun, adverbial adjectives agree with the noun in number and gender. The generativist approaches to this linguistic phenomenon do not provide a sufficient explanation of verb + adverbial adjective constructions nor do they predict which subjects and predicates that can be used in these constructions. This paper takes a usage-based approach to adverbial adjectives. It explores the token frequencies of use of different verb + adverbial adjective phrases and attempts to categorize the components of these phrases based on these frequencies.

Estudos sobre o papel do responder por exclusão na aquisição de vocabulário têm se concentrado nas relações nome-objeto ou nome-figura, mas não está claro se esse processo está envolvido, e de que maneira na aprendizagem de diferentes categorias lexicais, adjetivos (propriedades do objeto), por exemplo. Este estudo teve por objetivo comparar a aprendizagem de relações nome-textura por participantes com diferentes perfis de desenvolvimento (crianças com desenvolvimento típico e indivíduos com deficiência intelectual) em dois procedimentos de ensino por exclusão. Participaram deste estudo 24 indivíduos, 12 com desenvolvimento típico (Grupo DT) e idade entre 5 e 6 anos e, 12 com deficiência intelectual com idade entre 8 a 13 anos (Grupo DI), todos com nível de desenvolvimento linguístico entre 5 e 6 anos. Os estímulos utilizados foram palavras ditadas (nomes de diferentes texturas) e estímulos táteis (objetos confeccionados com diferentes texturas, referentes aos nomes ditados). O procedimento tinha quatro fases. A primeira investigou se os participantes conheciam os nomes de texturas familiares (áspero e liso) linha de base. Na segunda fase, foram ensinadas quatro palavras desconhecidas (referentes a nomes de texturas), em duas condições. Na primeira, duas texturas (rugoso e aveludado) eram ensinadas com o uso de contraste linguístico referencial (CAC). Na segunda condição, outras duas texturas (listado e flocado) foram ensinadas em um procedimento de ensino por exclusão padrão (SAC). O critério de aprendizagem era 100% de acertos no bloco de sondas; blocos de ensino eram conduzidos até se atingir esse critério. Uma semana após cada condição, eram conduzidas sondas de manutenção dos nomes de adjetivos ensinados. Na terceira e quarta fase, sondas de manutenção geral (SMG) e sondas de generalização - SG (objetos diferentes com as mesmas texturas ensinadas) eram realizadas, bem como sondas de nomeação, apresentando-se os seis objetos com as diferentes texturas ensinadas. Ambos os grupos apresentaram desempenho similar: na Condição CAC, os participantes precisaram, em média, de um bloco de ensino para atingir o critério de aprendizagem; na Condição SAC precisaram de, em média, dois blocos. A Condição CAC favoreceu a aprendizagem das palavras novas, a partir de um número menor de blocos de ensino, porém, a exposição mínima, nas duas condições dificultou a manutenção e generalização dessa aprendizagem. Discute-se o papel do contraste linguístico referencial como dica contextual na aprendizagem de adjetivos em um procedimento de ensino por exclusão. / Studies about the role of responding by exclusion in vocabulary acquisition have focused on relations object name or name-figure, but it is unclear whether this process is involved, and how the learning of different lexical categories, adjectives (properties object), for example. This study aimed to compare the learning of name-texture relations by participants with different development profiles (children with typical development and individuals with intellectual disability) in two teaching procedures for exclusion. The study included 24 subjects, 12 typically developing (DT Group) and aged between 5 and 6 years, and 12 with intellectual disabilities 8-13 years aged (DI Group), all with level of language development between 5 and 6 years. The stimuli used were dictated words (names of different textures) and tactile stimuli (objects made with different textures, referring to the dictates names). The procedure had four phases. The first investigated whether the participants knew the names of familiar textures (rough and smooth) - baseline. In the first two textures (rough and smooth) were taught using referential linguistic contrast (CAC). In the second condition, another two textures (wrinkled and velvety) were taught in procedure teaching by exclusion (SAC). The criterion for learning was 100% correct in probes block; teaching blocks were conducted to achieve this criterion. One week after each condition, maintenance probes were conducted of the names of adjectives taught. In the third and fourth phase, general maintenance probes (SMG) and generalization probes - SG (different objects with the same taught textures) were held, as well as appointment of probes, presenting the six objects with different textures taught. Both groups had similar performance: the CAC condition, participants had to, on average, a teaching block to reach the criterion of learning; SAC on condition needed on average two blocks. The Condition CAC favored the learning of new words from a smaller number of teaching blocks, however, the minimal exposure, in both conditions difficult to maintenance and generalization of this learning. It discusses the role of the reference linguistic contrast to contextual clue in learning adjectives in a teaching procedure for exclusion.

Made available in DSpace on 2016-04-28T18:23:27Z (GMT). No. of bitstreams: 1 Denise Delega.pdf: 697851 bytes, checksum: e72263168587eb2e5cc010435032f448 (MD5) Previous issue date: 2006-09-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The need for communication in English has been rising enormously nowadays due to a lot of factors (internet, globalization, etc.). Because of this, research in the area of English teaching, mainly to help teachers in their practices, has earned a lot of relevance. One of the teachers tasks is the teaching of composition writing. In this kind of practice, sometimes teachers have a hard time correcting the compositions, especially when the problem is not a mistake but excessive repetition of words. One of the classes of words that Brazilian students tend to overuse is the adjectives. This research aims at finding relexicalization possibilities for overused adjectives by Brazilian students of English as an alternative for composition correction. To realize this study two corpora will be analyzed, one belonging to a project called BrICLE and another called BNC (British National Corpus), the former will be the study corpus and the latter will be the reference corpus. For this reason, this study will make use of a methodology based on electronic corpus analyses, and will be theoretically supported by Corpus Linguistics (Sinclair 1988 e 1991; Hunston 2002; Sardinha 2004) and Learner Corpus Linguistics (Granger, 1998; Lorenz, 1999). By comparing the two corpora we came to the conclusion that Brazilian students really overuse certain adjectives. After analyzing the patterns found in both corpora we were able to suggest some relexicalizations possibilities for the overused adjectives. These suggestions could be used by teachers when correcting their students compositions / A necessidade de comunicação em inglês é crescente no mundo, devido a uma série de fatores (internet, globalização, etc.), por isso realizar pesquisas a respeito do ensino-aprendizagem de um segundo idioma para auxiliar a prática do professor é de grande relevância hoje em dia. Uma das tarefas do professor, nessa prática, é o ensino de redação. Este é um tipo de prática que ainda necessita de pesquisa constante. São raros os estudos que auxiliem o professor na correção de redações de alunos de inglês, principalmente quando o problema não é corrigir um erro, mas sim ajudar o aluno a evitar a repetição excessiva de algumas palavras. Uma das classes de palavras para a qual ocorre muita repetição é a dos adjetivos. Este trabalho teve como objetivo investigar o sobreuso de adjetivos por alunos de Inglês como Língua Estrangeira em suas redações, sugerindo possíveis relexicalizações dessa categoria de palavras como uma alternativa para a correção dessas redações. Para tanto serão analisados dois corpora, o corpus do projeto BrICLE, composto por redações de alunos brasileiros de língua inglesa, que será o corpus de estudo e o do BNC (British National Corpus), que servirá como corpus de referência. Por este motivo, o estudo utilizará uma metodologia baseada em análise de corpus eletrônico, encontrando suporte teórico na Lingüística de Corpus (Berber Sardinha 2004; Biber, Conrad e Reppen, 1998; Hunston 2002; Sinclair 1988 e 1991) e Lingüística de Corpus de Aprendiz (Granger, 1998; Lorenz, 1999). Através da comparação dos dados fornecidos pelos dois corpora analisados, ficou constatado o sobreuso de adjetivos pelos alunos de inglês. Após a análise dos padrões encontrados nos corpora foram sugeridas possibilidades de relexicalizações para os adjetivos sobreusados. Essas sugestões poderão ser utilizadas por professores de inglês na correção das redações de seus alunos para tornar estes textos mais idiomáticos

Tout d’abord perçue comme un phénomène marginal, presque un accident en langue, on considère aujourd’hui que la polysémie fait partie intégrante des systèmes linguistiques. De nombreuses théories se sont intéressées au phénomène des unités à sens multiples et reliés. La première partie de notre travail en dresse un panorama non exhaustif mais révélateur, montrant comment et pourquoi la polysémie s’est peu à peu imposée comme un phénomène incontournable qui doit nécessairement être au cœur de tout modèle de la signification. Aussi, à partir de la distinction établie par G. Kleiber (1999), nous considérons deux grands courants selon le rapport établi entre signification, référence et polysémie. Le premier décrit la polysémie en termes de sens premier référentiel dont sont dérivés des sens secondaires (courant objectiviste). Le second l’analyse en termes de potentiel sémantique aréférentiel à partir duquel est obtenu l’ensemble des sens du polysème par spécialisation ou enrichissement contextuel(le) (courant constructiviste). Notre réflexion porte ensuite sur la représentation de la signification des polysèmes – principalement des noms – en grammaire cognitive (R.W. Langacker). Nous postulons que toute expression est associée, dans l’appareil cognitif des locuteurs-auditeurs, à une structure conceptuelle d’informations représentant sa signification. Nous proposons une modélisation en réseau structuré autour de valeurs sémantiques plus ou moins schématiques et de sens élaborés. Ainsi, c’est la valeur la plus schématique qui permet de faire le lien en langue entre ses élaborations que sont les sens observables en discours. Sur la base des travaux de D. Tuggy (1993), nous déclinons les représentations de la signification des mots à sens multiples le long d’un continuum homonymie-polysémie-multifacialité-indétermination, selon les degrés d’enracinement, de saillance, et les possibilités d’accessibilité et d’activation des différents composants (valeur schématique et élaborations sémantiques). Et, nous mettons ainsi en avant certaines des régularités organisatrices propres aux représentations sémanticoconceptuelles des polysèmes nominaux, ainsi qu’une typologie des sens polysémiques. Nous abordons enfin la construction du sens en grammaire cognitive, notamment l’influence du contexte dans l’interprétation d’expressions complexes comportant un polysème. Ainsi, nous considérons qu’il s’agit d’un processus non modulaire, compositionnel et dynamique. L’analyse de syntagmes nominaux du type Adj-N et N-Adj révèle en outre certaines régularités dans l’activation des sens polysémiques des unités linguistiques mises en jeu, liées au cotexte (place et fonction de l’adjectif par rapport au substantif recteur) et au contexte extralinguistique / For a long time, polysemy used to be considered as a marginal or accidental phenomenon in language. Where as today, it is well known that polysemy is being part of linguistic systems. The first part of our thesis draws up a panorama of semantic theories dealing with polysemy. Although it is not exhaustive, it reveals how and why that phenomenon has become a problematic of the utmost significance in linguistics. From the distinction established by G. Kleiber (1999), we consider two major trends in accordance with the way they conceive the link between meaning, reference and polysemy. On one hand, polysemy is described in terms of one basic referential sense from which secondary senses derive (objectivism). On the other hand, polysemy is analyzed as an areferential semantic potential from which senses emerge by contextual mechanisms (constructivism). About the question of the meaning representation of polysems, we postulate that linguistic unities are associated with a structure of pieces of conceptual information into the mind of speakers-hearers, so that it is possible to elaborate of conceptual modeling of it. In the framework of Cognitive Grammar (R.W. Langacker), the structure is a network constituted of semantic values, which are more or less schematic, and of elaborated senses stemmed from them. The most schematic meaning corresponds to the linguistic conceptual link between its instantiations. Some elaborations are the senses which can be constructed in discourse. On the basis of D. Tuggy’s works (1993), we propose to organize the conceptual modelings of multiple meanings words along a continuum homonymy-polysemy-multifaciality-vagueness, in function of various parameters : entrenchment, cognitive salience, possibility of accessibility and of activation of the network components (schematic or elaborated values). So, we can highlight some organizational regularities specific to the semantic representation of polysems as well as a typology of polysemous senses. The third and last part of our thesis is dedicated to sense construction. In Cognitive Grammar, it is a non modulary, compositional and dynamic process. Focusing especially on the impact of context on the interpretation of complex expressions containing a polysem, the analysis of Adj-N and N-Adj noun phrases puts to the fore some regularities governing the activation of polysemic senses. These regularities are linked to the linguistic context (position and function of the adjective towards the qualified substantive) and to the extra-linguistic context

Ce travail a comme source une réflexion sur les problèmes liés à la complexité de lasémantique adjectivale. Puisque l’adjectif constitue le noyau de cette thèse, nous ledéfinissons et faisons ainsi ressortir ses caractéristiques, notamment la souplesse dont il faitpreuve. Nous envisageons la modification du nom par l’adjectif, puis nous considérons laplace de ce dernier vis-à-vis du substantif recteur ainsi que les changements de sens entreantéposition et postposition.Chemin faisant, notre réflexion porte non seulement sur la notion de sens mais aussisur la construction du sens que nous considérons comme un processus dynamique. Nousmettons en avant l’activation de l’information ainsi que les problèmes rencontrés lors de laconstruction du sens d’expressions Adj-N et N-Adj. La polysémie lexicale constitue un despoints sur lesquels nous nous attardons puisque ce phénomène est au centre de la langue.Nos recherches s’intègrent dans le cadre de la Grammaire Cognitive deR.W. Langacker (1987, 1991, 2008). Nous étudions donc l’adjectif de même que lacombinaison Adj-N/N-Adj à la lumière de cette théorie. Notre raisonnement nous amène ànous questionner, entre autres choses, sur la représentation sémantico-conceptuelle associéeaux adjectifs à sens multiples.Nous postulons que toute expression linguistique est associée, dans l’appareil cognitifdes locuteurs-auditeurs, à une structure conceptuelle d’informations organisées. Notreréflexion s’oriente vers la représentation des items lexicaux à sens multiples en GrammaireCognitive. Le modèle des réseaux schématiques (Schematic Network Model) permet de rendrecompte des différents sens d’un lexème ainsi que des liens les unissant. Sur la base destravaux de D. Tuggy (1993), nous proposons de répartir les représentationssémantico-conceptuelles des mots à sens multiples le long d’un continuum allant del’homonymie au vague, en passant par la polysémie et la multi-facialité. Enfin, nousproposons une analyse des adjectifs à sens multiples pauvre, cher et curieux, toujours dans lecadre de la Grammaire Cognitive. Pour chacun d’entre eux, nous établissons unereprésentation sémantico-conceptuelle et nous donnons les régularités sémantiques liées à laconstruction du sens lors leur combinatoire avec un substantif. / This work is concerned with the problems which surround the complexity of adjectivalsemantics. As the adjective is at the heart of this thesis, we firstly seek to define it and, in doingso, we bring to light its characteristics, and in particular its flexibility. We consider theadjective when used in noun modification before turning to the place of the adjective withregards to the noun and, finally, considering the changes in meaning between adjectives in theanteposition and postposition.Inevitably, our reflection concerns not only the notion of meaning but also meaningconstruction,which we consider as a dynamic process. We focus upon the activation of theinformation as well as the problems linked to meaning-construction of Adj-N and N-Adjexpressions. We pay particular attention to lexical polysemy; this phenomenon being centralto language.The framework for our research is that of R.W. Langacker’s Cognitive Grammar(1987, 1991, 2008). We, thus, study the adjective as well as the Adj-N/N-Adj combinations inlight of this theory. Our reasoning brings us to question, among other things, the semanticconceptualrepresentation associated with adjectives which offer multiple meanings.We postulate that any linguistic expression is associated, in a speaker-hearer’scognitive device, with an abstract structure of organized information. Our reflection turns tothe representation of lexical items which offer multiple meanings in Cognitive Grammar. TheSchematic Network Model is used to allow us to take into account different meanings of alexeme as well as the links between them. On the basis of D. Tuggy’s works (1993), wesuggest distributing the semantic-conceptual representations of words with multiple meaningsalong a continuum going from homonymy to vagueness, and including polysemy andmultifaciality. Finally, we offer an analysis of the adjectives pauvre, cher and curieux whichhave multiple meanings, once again within the framework of Cognitive Grammar. For each ofthese adjectives, we establish a semantic-conceptual representation and we offer the semanticregularities connected to meaning-construction when these adjectives are combined with anoun.

<p>For many non-native speakers of English it can be difficult to distinguish semantic differences between near-synonyms. In order to create idiomatically correct sentences in a language it is important to know which word to use in a specific context. This study deals with the emotion adjectives <em>terrified, petrified </em>and <em>horrified, </em>which all refer to an emotion of fear of something that can or will happen. The present research aims at exploring the meanings of these adjectives, in American English and British English, and to discover which words these adjectives tend to collocate with. To obtain data a British Corpus and an American corpus were used with fiction and newspaper as subcorpora. A quantitative method was used where the frequencies of <em>terrified, petrified</em> and <em>horrified</em> were counted. Secondly, the most frequent left- and right-hand collocates were studied. Due to the variety of collocations found, it was discovered that the meanings between the adjectives differ somewhat. The literal meaning of <em>petrified</em> is to be hard as a stone while the non-literal meaning is to be extremely afraid. The literal meanings of <em>terrified</em> and <em>horrified </em>are to be very afraid, but unlike <em>terrified,</em> <em>horrified</em> also seems to refer to being shocked. It can be stated that in accordance with how vague the adjective is in its meaning the more frequently it is used, i.e. <em>terrified</em> is the most frequent adjective in all subcorpora and in both varieties of English most frequently used while <em>petrified</em> is least frequently used.</p>

Būdvardžių darybiniais sinonimais laikytini iš to paties pamatinio žodžio su skirtingais darybos formantais sudaryti dariniai, kuriems būdinga ta pati darybinė reikšmė ir tapati arba artima leksinė reikšmė. Pagrindinis šio darbo tikslas – išanalizuoti būdvardžių darybinių sinonimų vartoseną. Medžiagos šaltiniu šiai analizei buvo pasirinktas Dabartinės lietuvių kalbos žodynas. Iš viso išrinkti 1556 būdvardžių dariniai, sudarytos 724 darybinių sinonimų eilės. Daugiausia priesagų vedinių – jų net 1251, t. y. 80,4% visų būdvardžių darinių. Daugiausia darybinių sinonimų eilių, kuriose sinonimiškai santykiauja du dariniai, tokių eilių – 642, t. y. net 88,7% visų darybinių sinonimų eilių. Sinoniminiai santykiai gali susiklostyti tarp 53 priesagų, 3 galūnių ir 3 priešdėlių vedinių. Iš viso buvo sudarytos 99 afiksų kombinacijos. Darbe išsamiau nagrinėtos tos darybinių sinonimų eilės, į kurias įeina dominuojančių priesagų -inis, -ingas, -uotas, -ėtas, priešdėlio apy- ir galūnės -us vediniai. Priesagų -inis, -ingas, -uotas, -ėtas, priešdėlio apy- ir galūnės -us vediniai dažnai įeina į darybinių sinonimų eiles, kuriose jie darybiškai santykiauja su kitų, t. y. retesnių, tarminių darybos afiksų bendrašakniais vediniais ir sudaro pavienes darybinių sinonimų eiles. Pavienėms eilėms būdingas kombinacijų įvairumas, sinonimiškų darinių eilėje gausumas, t. y. eilių ilgumas, ir vartosenos subtilumai. Detalesnė būdvardžių darybinių sinonimų vartosena grindžiama Dabartinės lietuvių kalbos tekstyno... [toliau žr. visą tekstą] / Derivative synonyms of adjectives are derivatives formed from the same underlying word with different derivative formatives and having the same derivative meaning and identical or very similar lexical meaning. The main aim of this paper is to analize the use of derivative synonyms of adjectives. The Dictionary of Contemporary Lithuanian has been chosen as a source material for this analysis. 1556 derivatives of adjectives have been selected and 724 rows of derivative synonyms have been formed. Derivatives of suffixes comprise the largest group (in total 1251, i. e. 80.4 % of all derivative adjectives). There are 642 rows of derivative synonyms, i. e. 88.7 % of all rows of derivative synonyms, where two derivatives correlate synonymously. Synonymous correlation can be developed among 53 suffixes, 3 endings and 3 derivatives of prefixes. In total 99 combinations of affixes have been formed. The rows of derivative synonyms which include derivatives with predominant suffixes -inis, -ingas, -uotas, -ėtas, prefix apy- and ending -us have been more deeply analysed in this paper. The derivatives of suffixes -inis, -ingas, -uotas, -ėtas, prefix apy- and ending -us often comprise those rows that derivatively correlate with other, i. e. more rare, conjugate derivatives of the afixes of dialectal derivation and compose single rows of derivative synonyms. Diversity of combinations, richness of synonymous derivatives in the row, i.e. length of rows and subtlety of the use, is typical to... [to full text]

El objetivo de esta tesis, es reunir información gramatical suficiente que permita determinar qué características deben reunir las bases verbales del español para ser capaces de originar un adjetivo deverbal de participio (ADP), y, basados en ello, poder describir cómo opera el proceso de activación de valor especializado en los términos N+ADP del dominio de la economía. Estas construcciones sintácticas mínimas son muy productivas en los discursos de ámbitos especializados, sin embargo la naturaleza híbrida de la forma participial acarrea muchos conflictos a la tarea de Procesamiento de Lenguaje Natural (PNL). Esta aproximación al análisis de los ADP es lingüística, está anclada teóricamente en la Teoría Comunicativa de la Terminología (TCT) e intenta ser el punto de contacto entre teoría y aplicación. / The goal of this thesis is to pinpoint the grammatical information that is necessary to determine which Spanish verb stems give rise to an adjectival participle (AP). This information will allow us to describe the linguistic indicators that, within the domain of economy, activate a specialized meaning in those terms that have the structure AP+noun. These syntactic minimal constructions are highly productive in specialized discourse. Nevertheless, the hybrid nature of the participial form invokes many conflicts in Natural Language Processing (NLP) applications. This descriptive approach to the adjectival participles is linguistic in nature, based on the Communicative Theory of Terminology (CTT), intends to be the point of contact between theory and application.

This study examined the translation of adjectival pre-modifiers (i.e. pre-modifying adjectives and pre-modifying participles) from English into Swedish. The selection of this topic and material was inspired by previous research on the increasing frequency of noun phrase pre-modification in English, contrasted with notions of Swedish-specific preferences for translating English pre-modifiers into different structures found in previous research and literature. Swedish tendencies included rendering English pre-modifiers as post-modification and the compounding of pre-modifying adjectives or participles with noun phrase heads to form Swedish compound nouns. The concept of translation shifts as labels for translation methods was used to classify translations of adjectival pre-modifiers, in addition to categorising the translation choices based on word class, rank and position. The study concluded that English adjectival pre-modifiers were overwhelmingly translated with formal correspondence (86%), i.e. as adjectival pre-modifiers. The other translation methods that were applied were used considerably less extensively; unit shifts and class shifts constituted 9% and 4% of all translation choices, respectively; omissions of the sense and meaning of the adjectival pre-modifier were found as the translation method for 1% of English adjectival pre-modifiers.  Unit shifts were found to result in a total of 8 different types of structural equivalents to adjectival pre-modifiers. In order of frequency, these were: prepositional phrase, first element of compound noun, extended attribute, pre-modifying prepositional phrase, verb phrase, first element of compound adverb, last element of compound participle and relative clause. Class shifts resulted in 3 categories of formally non-correspondent structures, namely adverb, noun and genitival attribute. The conclusions that could be drawn from the results were that the tendency for the Swedish translation of adjectival pre-modifiers to result in post-modification and compound nouns was small. A qualitative analysis showed that select examples of translations to formally correspondent equivalents were commonly motivated by considerations of readability to reduce sentence length and complexity. Examples of various category shifts were for the most part found to have been caused by the questionable idiomaticity of formally correspondent translation options.

The topic of this thesis covers the field of word-formation processes and describes the word-formation creativity of second revival generation authors, in particular compound adjectives. The poetry collections of selected second revival generation authors (F. L. Čelakovský, J. K. Chmelenský, J. V. Kamarýt and M. M. Z. Polák) are the source for compound adjectives research. The monograph of Dušan Šlosar Česká kompozita diachronně/Czech Compounds in Diachronic aspect (1999) is the source of methodology for this research. We have worked with terms: compound adjectives, compounding, derivative compounding, linking word, first and second part of a compound. The research target of this thesis is to classify the compound adjectives, to assess the meaning and use of compounds in text, to consider their communicative significance and to observe the frequency of compounds in the text of the authors.