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Machiavelli and Erasmus in Comparison: The Prince versus The Education of a Christian Prince
Pazderová, Tereza ; Halamka, Tomáš (advisor) ; Franěk, Jakub (referee)
The thesis deals with a comparison of the writings of Nicòllo Machiavelli's The Ruler and Erasmus of Rotterdam's On the Education of a Christian Ruler. The aim of the thesis is to determine whether these works are rightly regarded as contradictory. To achieve this goal, the historical context of both authors and their times is first presented. Then, through textual analysis, the two works are analysed, supplemented in places with insights from the contextual section. These are then compared using the comparative method. On the basis of the analysis and comparison of the two works, it was found that the two works cannot be considered to be completely contradictory. In some areas the views of the two authors are contradictory, however, we can also find many areas of opinion where they found agreement. This consensus was most often due to the common humanistic basis of both authors.
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Errors in the use of articles in Czech advanced learner English
Pazderová, Tereza ; Gráf, Tomáš (advisor) ; Vašků, Kateřina (referee)
The thesis analyses errors in the use of articles in advanced learner English and the aim is to determine the type of nominal reference which is the most problematic to L1 Czech speakers. The first part deals with the classification of article and reference types. The research draws its data from the learner corpus LINDSEI_CZ, which consists of 50 15-minute interviews, the speakers of which demonstrated quite a wide span of proficiency levels. The 265 errors found in the corpus were tagged and subsequently categorized according to the forms of the articles and types of reference. The research revealed that the most error-prone area of nominal reference is the non-generic, indefinite type. The majority of the errors consisted in the complete omission of the article, a feature which may be assigned to L1 transfer. However, another problematic area was revealed to be connected to the generic reference, in the case of which the tendency of the speakers was to overuse the definite article. These results may serve as a starting point for further research, which would provide answers to the questions this study could not answer, and, perhaps, offer more pedagogical implications. Keywords: learner language, spoken language, error analysis, articles, reference
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