The subject of the diploma thesis is syntactical analysis of the collection of sermons Vejtažní naučení (1740) by Antonín Koniáš. The aim of the thesis is the research of grammatical and lexical means used in this text to express relations in compound sentences. The thesis is divided into a theoretical and a practical part. In the theoretical part we give information about Koniáš´s life and work, further we characterize the basic syntactical phenomena and define the baroque compound sentence. In the practical part we deal with individual paratactic relations, especially we have the frequency of coordinating means in view. Subsequently we summarize the results of our work, we assess the found out coordinating means and compare them with those in the contemporary Czech language.

The dissertation explores the opportunities and limits of implementing constructivist elements into Czech language education. While in didactics of mathematics and sciences the perspective of constructivism has been dynamically developing, in language didactics it is an area which has not been satisfactorily dealt with. The effectiveness of a designed constructivist teaching strategy in contrast with a traditional one has been tested on a selected part of content matter of Czech syntax (relations in compound sentences) in the terrain of two classes of higher-secondary school. Constructivist teaching utilizes students' conceptions; therefore before the experiment itself, students' conceptions of the content matter were researched on one selected subject. The outcomes were then taken into account when creating the experimental strategy. It is necessary for teaching Czech that it makes use of the students' preconceptions and their natural language competence, and that teaching has a semantic- functional, or communication approach to the language phenomena taught. The results of the research suggest that it is possible to implement constructivist features into Czech language teaching successfully, and that their effectiveness in certain aspects might be higher than it is with traditional strategies. In any...

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-10T20:16:39Z No. of bitstreams: 1 2015 - Mario Sergio Mangabeira Junior.pdf: 1722764 bytes, checksum: dcf20c9a9ec66fbd796c6b3d57e36bca (MD5) / Made available in DSpace on 2018-05-10T20:16:39Z (GMT). No. of bitstreams: 1 2015 - Mario Sergio Mangabeira Junior.pdf: 1722764 bytes, checksum: dcf20c9a9ec66fbd796c6b3d57e36bca (MD5) Previous issue date: 2015-07-17 / CAPES / This study aims to present a discussion about compound sentences and how they are taught, as well as about text production in a metasyntactic approach. It was discovered that most students who start the 6th grade of elementary school produce juxtaposed simple sentences or compound sentences using the prototypical connective "and". The fact that subordinate and coordinative constructions are not used is considered to be the reason why it is impossible to produce coherent and cohesive texts, as writing requires. In this conjuncture, the Dissertation proposes, through the action-research methodology (TRIPP, 2005), intervention sessions in a group of public school 6th graders in the municipality of Rio de Janeiro. The students carried out activities which aim to help them improve the production of infra-sentential and sentential structures when it comes clause articulation. Such activities have been prepared from the meta-linguistic and metasyntactic perspective in order to develop student-reflective awareness of the language, its structure and its uses (GOMBERT, 1992,2003; CORREA, 2004) as well as the processes used to learn and evaluate process, metacognitively speaking (FLAVELL, 1979). From the analysis of pre- and post-tests applied at the beginning and end of the study, the results showed a relative improvement in the students ?writing performance with regard to constructions that establish logical-discursive relations of adversity, cause, completion and purpose. It pointed out to the need for expansion of the investigation proposed by the research to disseminate more pieces of evidences to support the relationship between metasyntactic awareness and better performance in the production of texts in relation to their microstructure. / O presente trabalho tem por objetivo apresentar uma discuss?o sobre o per?odo composto, seu ensino e a produ??o textual em uma abordagem metassint?tica. Verificou-se que a maioria dos alunos que chegam ao 6? ano do Ensino Fundamental produz per?odos simples justapostos ou per?odos compostos que utilizam o conectivo protot?pico ?e?. Considera-se que o fato da n?o utiliza??o de constru??es subordinativas e coordenativas impossibilita a produ??o textos coerentes e coesos, como a modalidade escrita exige. Diante desse panorama, a Disserta??o prop?e, atrav?s da metodologia da pesquisa-a??o (TRIPP, 2005), sess?es de interven??o para um grupo de alunos de 6? ano de escola p?blica do munic?pio do Rio de Janeiro. Os discentes realizaram atividades que procuram ajud?-los no aprimoramento da produ??o de estruturas infra-sentenciais e sentenciais no que tange a articula??es de ora??es. Tais atividades foram elaboradas a partir da perspectiva metalingu?stica e metassint?tica no intuito de desenvolver, no aluno, a consci?ncia reflexiva em rela??o ? l?ngua, sua estrutura e seus usos (GOMBERT, 1992,2003; CORR?A, 2004) bem como os processos utilizados para aprender e avaliar o processo, na perspectiva metacognitiva (FLAVELL, 1979). A partir da an?lise do pr? e p?s-teste aplicados no in?cio e no fim da pesquisa, os resultados mostraram uma relativa melhora no desempenho da produ??o escrita dos alunos no que se refere ?s constru??es que estabelecem rela??es l?gico-discursivas de adversidade, causa, conclus?o e finalidade. ? apontada a necessidade de amplia??o das investiga??es propostas pela pesquisa para a difus?o de mais evid?ncias que comprovem a rela??o entre a consci?ncia metassint?tica e um melhor desempenho na produ??o de textos, no que se refere a sua microestrutura.

My thesis deals with the word order in the contemporary Czech language. The aim is to discover the principles that control the clause order within sentences and to find out to what extent the position of the main and subordinate clauses is fixed. The first section summarizes the work of Czech and Slovak linguists and introduces the principles that apply to the clause order in particular sentences. It defines types of sentences with fixed, usual and loose order. At the end of this part there is an overview of the positions of different types of clauses, which became the springboard for the empirical part. The second section deals with the clause order of selected subordinate sentences. I have chosen a representative sample of connecting expressions. Using materials of the Czech National Corpus I try to outline the contemporary Czech clause order of the most frequent types of clauses following these expressions.

On the Presupposition Projection in Czech I understand presupposition as both an implication and a set of requirements which have to be fulfilled by the (passive) context, i.e. a set of realized propositions and logico- semantic relations between them shared by the communicants. The content of presupposition is formed by information which the speaker characterizes as predetermined, i.e. known to the communicants. Presupposition is a semantically narrower notion than implication: every meaning expressed indirectly is implied, but not every implied meaning is presupposed. Contextually bound constituents express a proposition which is included in the active context, i.e. a set of propositions on which the communicants are actively focused. Contextual boundness is a type of presupposition trigger: information included in the active context is a necessary part of the passive context (it doesn't hold true vice versa, of course). Context shared by the communicants can not be incremented by the primary (i.e. directly expressed) proposition of a clause, unless all the presuppositions semantically entailed in the primary proposition are satisfied. Presupposition is satisfied if and only if proposition p which forms a content of the presupposition is part of the (passive) context. In case that the context...