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National Repository of Grey Literature 2 records found  Search took 0.00 seconds. 
Generic Masculine in Educational Communication
 Kryspinová, Barbora ; Smetáčková, Irena (advisor) ; Rendl, Miroslav (referee)
TITLE: The Generic Masculine in Educational Communication ABSTRACT: The thesis deals with the use of generic masculine in educational communication. The use of masculine nouns to refer to a group of people of both sexes is a target of frequent criticism from proponents of gender-neutral language. The theoretical part of my paper discusses and explains in general the importance of language for cognitive development of an individual and the principle of gender-sensitive expression. The empirical part of my paper is based on qualitative research that was conducted at a selected secondary school in order to verify the influence of language attributions of the generic masculine form on the mental representation of reality. The main technique of data collection was a survey inspired by the psycholinguistics association experiments. Attitudes and opinions of students on the subject of research were identified during group discussions. The results of my study among respondents points at the generic masculine to be significantly more often associated with mental representation of a male than to be perceived as gender-neutral. These findings thus correspond with some of the current theses of gender linguistics.
Detailed record
Generic Masculine in Educational Communication
 Kryspinová, Barbora ; Smetáčková, Irena (advisor) ; Rendl, Miroslav (referee)
TITLE: The Generic Masculine in Educational Communication ABSTRACT: The thesis deals with the use of generic masculine in educational communication. The use of masculine nouns to refer to a group of people of both sexes is a target of frequent criticism from proponents of gender-neutral language. The theoretical part of my paper discusses and explains in general the importance of language for cognitive development of an individual and the principle of gender-sensitive expression. The empirical part of my paper is based on qualitative research that was conducted at a selected secondary school in order to verify the influence of language attributions of the generic masculine form on the mental representation of reality. The main technique of data collection was a survey inspired by the psycholinguistics association experiments. Attitudes and opinions of students on the subject of research were identified during group discussions. The results of my study among respondents points at the generic masculine to be significantly more often associated with mental representation of a male than to be perceived as gender-neutral. These findings thus correspond with some of the current theses of gender linguistics.
Detailed record

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