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Pragmatic aspects of speech communication at the elementary school
Benešová, Dominika ; Chejnová, Pavla (advisor) ; Palkosková, Olga (referee)
Communication skill is one of the key competencies that pupils should achieve during the compulsory education. The subject of this work - teaching pragmatic aspects is closely related to communication competence. The thesis focuses on teaching of pragmatic aspects in primary schools. Based on the theoretical literature there are defined basic terms such as cooperative communication, politeness principle, manipulation, argumentation, nonverbal communication and assertiveness. In the practical part the thesis focuses on the analysis of textbooks - how are the pragmatic aspects included in the textbooks. Other part is concerned with the analysis of the survey in which several teachers were asked about how the pragmatic aspects of speech communication are taught and how well is this subject matter mastered by their pupils. The last section includes worksheets, in which the activities are designed to practice examined pragmatic aspects.
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Perceptual Impact of Two Syllabification Procedures in English
Šturm, Pavel ; Volín, Jan (advisor) ; Skarnitzl, Radek (referee)
The subject of the thesis is the determination of syllable boundaries in English with respect to its perceptual relevance. The hypothesis is based on two different theoretical conceptions. The Maximum Onset Principle (MOP), a traditional approach widespread among linguists, assigns intervocalic consonants to neighbouring syllables in such a way that the longest possible onsets are created in the syllables that follow. An alternative view, advocated by John Wells, advises to utilize more complex parameters, such as morphological structure, prosodic structure or, most importantly, the allophonic realization of phonemes as determined by position within the syllable. A word monitoring experiment measuring reaction times, in which listeners pressed a key if they heard a given word in the auditory stimulus, yielded data about listeners' performance in two conditions: in one the items were divided into syllables according to the MOP, in the other according to Wells. The latter was associated with faster reactions, which might be interpreted as cognitively less strenuous. However, the difference between the two conditions was not robust, mainly because of the limited number of listeners.
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