Moksliniame tyrinėjime aptariami rusų ir lietuvių kalba paskelbtų tekstų leksikos lingvostatistinės analizės rezultatai. Abiem kalbomis buvo išnagrinėta po 10 įvairios tematikos tekstų, kurių imtys – po 100 000 žodžių pavartojimų. Sudarius kiekvieno teksto teminius žodynėlius norėta sužinoti, kokia bus jų visumos žodyno apimtis ir sudėtis, koks bus jų santykis su išleistais lietuvių bei rusų kalbų dažniniais žodynais (didelio ir mažo žodžių dažnumo atžvilgiu). Sudarytų teminių žodynėlių apimtis – vidutiniškai daugiau, kaip 19 000 skirtingų žodžių ir jų form���. Pažymėtina, jog rusų kalba parašytų tekstų žodynėliuose skirtingų žodžių yra maždaug 110 daugiau. Galima manyti, kad toks skirtumas atsiranda dėl gramatinių kategorijų raiškos skirtybių (pavyzdžiui, lietuvių kalbos vienaskaitos ir daugiskaitos 3-io asmens formos sutampa, taigi skirtingų leksemų skaičius mažėja). Tarptautinių žod��ių gretinamoji analizė parodė, jog jų ęsama daugiau rusų kalbos teminiuose tekstuose. Padaryta išvada, kad lituanistikos atstovų pastangos keisti kai kuriuos tarptautinius žodžius gimtosios kalbos leksinės sistemos atitikmenimis yra rezultatyvus kalbos kultūros puoselėjimi būdas. Teminių tekstų žodynėliuose didžiausiais dažnumų indeksais žymimi terminai ir su jais susiję žodžiai. Įsitikinta, kad prasminga lingvistinės statistikos metodais leksiką skirstyti pagal dažnumų dydžius į aktyvųjį ir pasyvųjį žodyną. Tai siejama su lingvodidaktikos uždaviniais.

The thesis presents a theoretical framework for the preparation of a portfolio for the course Didaktická propedeutika pro studenty angliètiny na FF UK. This preparatory course in didactics should serve as an introduction to the subject for future teachers of English in secondary schools, whom it should equip with a basic level of understanding of the general principles of learning, language acquisition and language learning. The work presents a course syllabus and in its individual chapters it describes the theoretical background for each seminar. The themes introduced in the course are: theories of learning and their application to language teaching, language identity, theory and description of first and second language acquisition, learner variables (age, gender, aptitude, intelligence, motivation, affective filter, learning styles, multiple intelligences, learner beliefs, the role of brain and memory in language acquisition, methods of teaching foreign languages, interlanguage, linguistic errors, levels of proficiency, communication and learning strategies, learner autonomy, the theory of a good language learner and teacher. The thesis includes an appendix containing handouts for each seminar and a student evaluation form for the assessment of the quality of the seminar.

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The thesis examines the utilization of linguogenetic (Proto-Indo-European) and cultural- historic (through borrowing) relationships among European languages in instruction and self- study of foreign languages, and as a means of strengthening European unity. As an example serves German, English and Czech, occasionally Latin and Old Greek, in Teaching German as a Foreign Language. The methods are secondary sources research (to present concise history of the languages and their ancestral proto-languages), analysis of linguistic relationships (between 450 lexemes of the German basic vocabulary and their semantic equivalents - translations - in English, Czech, occasionally Latin and Old Greek) and an opinion survey (among 75 respondents about their interest in the historiolinguistic approach and about their belief in this improving the international relations). The results showed that more than a half of the 450 German words are linguogenetically cognate to English and a significant amount of them also to Czech and Latin. On the contrary, borrowings did not play such an important role within the basic wordstock. Most respondents expressed some kind of interest into the historiolinguistic approach and many of them also believed this approach to have a positive impact on intercultural aspects. KEY WORDS...

This thesis is concerned with phraseology and its intertwining with didactics of foreign languages. The practical part consists of the analysis of a contemporary situation in didactics of foreign languages, particularly the utilization of idioms. Further, the frequency of using proverbs and other set phrases in modern textbooks for teaching foreign languages (namely German and Russian) is analysed. The aim of this thesis is to suggest an effective way of including and handling idioms in modern education. KEYWORDS: phraseology, phrase, foreign language teaching, proverbs

This diploma thesis deals with the comparison of adjectives in Russian and English languages from a linguodidactic point of view. The theoretical part is based on the general linguistic knowledge of this particular part of speech and explains the rules for the comparison of adjectives in both languages. Furthermore, the theoretical part also provides linguodidactic context of acquiring this grammatical phenomenon. The practical part is devoted to the analysis of pedagogical documents and textbooks used for teaching Russian and English languages. The last chapter of the thesis shows the results of a research focused on testing pupils attending secondary schools. The aim here is to prove the knowledge of comparative and superlative forms of adjectives in Russian and English languages on the basis of a written test. KEY WORDS: adjectives, comparison, language teaching methodology, grammar acquisition of a foreign language, Russian language, English language, testing of pupils

Title: Comparison of Czech and Russian Declension of Nouns and Adjectives with a Focus on Teaching Czech for Foreigners Author: Mgr. Karel Kulich Department: Institute of Czech Language and Theory of Communication, Faculty of Arts, Charles University Supervisor: PhDr. Jiří Hasil, Ph.D. Abstract: The submitted thesis deals with Czech language as a foreign language in the field of Czech declension system of nouns and adjectives in comparison with the Russian system, and the issue of acquiring these language structures in the target group of Russian-language foreigners. This group of foreigners is a part of a large number of foreign students studying at Czech universities and other schools, so the topic of the paper is highly up-to-date. According to the findings of the linguists, the similarity of language structures may be the cause of the so-called interference errors. In a more general sense, it is the issue of homonymy, which is described, for example, by V. Skalička in connection with the development and termination of declension. In the linguistic comparison, the role of homonymity of desinential morphemes is related to their unequal functional load. The author claims to provide a thorough knowledge of Czech and Russian declension based on comparative study. The goals of the thesis include description...

The dissertation analyses the stratification of Czech in terms of teaching Czech as a foreign language. The general theoretical part relates to teaching Czech as a foreign language or other foreign languages as close as possible. This part also includes the analysis of recordings of authentic communication between Czech speakers and foreigners. The findings of the analysis are subsequently applied to the sample plans of teaching units. The introductory part deals with the history and development of the theory of the standard Czech language and it also presents the attitudes held by the members of the Prague Linguistic Circle, which were published in Spisovná čeština a jazyková kultura (Czech Literary Language and Culture) in 1932. The theoretical part reflects the issue of defining the standard, mentions diglossia and presents a variety of contemporary opinions on future trends in the development of codification. In accordance with its aim, the paper lists the recommendations of benchmark descriptions for Czech as a foreign language and also describes so called Foreigner Talk, including the way foreigners are spoken to by the speakers of Czech. Furthermore, the extent to which spoken Czech is reflected upon in the instruction of Czech language for foreigners and/or teaching materials were studied....

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This thesis aims at the issue of teaching vocabulary and ways how it is processed in textbooks of Czech as a foreign language. Theoretical part of the thesis explains most important terms of language and linguistic didactics, describes the curriculum for teaching vocabulary in Czech as a foreign language and the role of textbooks in the educational process. Based on this information the research part analyzes a representative sample of textbooks of Czech as a foreign language. It compares its vocabulary with the appropriate level of vocabulary recommended by CEFR (Common European Framework of Reference). Based on the findings of the analysis thesis provides recommendations for the practice of lingvistic didactics. Key words: vocabulary, teaching vocabulary, Czech as a foreign language, linguistic didactics, textbooks, textbooks of Czech as a foreign language, CEFR