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Journal articles on the topic 'Spoken and Written Czech'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Kolářová, Veronika, Jan Kolář, and Marie Mikulová. "Difference between Written and Spoken Czech: The Case of Verbal Nouns Denoting an Action." Prague Bulletin of Mathematical Linguistics 107, no. 1 (April 1, 2017): 19–38. http://dx.doi.org/10.1515/pralin-2017-0002.

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Abstract The present paper extends understanding of differences in expressing actions by verbal nouns in corpora of written vs. spoken Czech, namely in the Czech part of the Prague Czech-English Dependency Treebank and in the Prague Dependency Treebank of Spoken Czech. We show that while the written corpus includes more complex noun phrases with more explicit expression of adnominal participants, noun phrases in the spoken corpus contain more deletions and more exophoric references. We also carried out a quantitative analysis focusing on relative frequencies of combinations of participants modifying verbal nouns; although the written corpus shows higher relative frequencies, the order of the relative frequencies of particular combinations is the same in both types of communication.

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2

Poukarová, Petra. "Correlative Conjunctions in Spoken Texts." Journal of Linguistics/Jazykovedný casopis 68, no. 2 (December 1, 2017): 305–15. http://dx.doi.org/10.1515/jazcas-2017-0040.

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Abstract Correlative conjunctions (such as buď – anebo (either – or), jednak – jednak (firstly – secondly) etc.) represent one means of textual cohesion. The occurrence of one component of the pair implies the use of the other, which contributes to the cohesiveness of a text. Using data provided by the corpus of informal spoken Czech ORAL2013, I will try to demonstrate their use in a prototypical spoken language, that is commonly considered less coherent and more fragmentary compared to written language.

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3

Čermáková, Anna, Zuzana Komrsková, Marie Kopřivová, and Petra Poukarová. "Between Syntax and Pragmatics: The Causal Conjunction Protože in Spoken and Written Czech." Corpus Pragmatics 1, no. 4 (April 25, 2017): 393–414. http://dx.doi.org/10.1007/s41701-017-0014-y.

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4

Berger, Tilman. "Die älteste tschechische Übersetzung von Märchen aus Tausendundeine Nacht." Zeitschrift für Slawistik 63, no. 2 (June 1, 2018): 212–35. http://dx.doi.org/10.1515/slaw-2018-0017.

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SummaryThis paper deals with a manuscript from the library of the Regional Museum in Chrudim (East Bohemia) which contains a Czech translation of some of the tales of ‘One Thousand and One Nights’. The manuscript was written at the end of the 18th century in a rather peculiar orthography and belongs to a group of manuscripts which were evidently written by a single person, the painter Josef Ceregetti (1722–1779). The language used in these manuscripts is the literary Czech of that time, with some influence from spoken language. By comparison of the French text of Galland and two contemporary German translations with the Czech text I show that the author seems to have been working with the German translation from the year 1730. The Czech translation was probably intended for a local circle of intellectuals, mainly clerics, and never reached a broader public.

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Ševčíková, Magda, Jarmila Panevová, and Lenka Smejkalová. "Specificity of the number of nouns in Czech and its annotation in Prague Dependency Treebank." Prague Bulletin of Mathematical Linguistics 96, no. 1 (October 1, 2011): 27–47. http://dx.doi.org/10.2478/v10108-011-0009-y.

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Specificity of the number of nouns in Czech and its annotation in Prague Dependency Treebank The paper focuses on the way how the grammatical category of number of nouns will be annotated in the forthcoming version of Prague Dependency Treebank (PDT 3.0), concentrating on the peculiarities beyond the regular opposition of singular and plural. A new semantic feature closely related to the category of number (so-called pair/group meaning) was introduced. Nouns such as ruce ‘hands’ or klíče ‘keys’ refer with their plural forms to a pair or to a typical group even more often than to a larger amount of single entities. Since pairs or groups can be referred to with most Czech concrete nouns, the pair/group meaning is considered as a grammaticalized meaning of nouns in Czech. In the present paper, manual annotation of the pair/group meaning is described, which was carried out on the data of Prague Dependency Treebank. A comparison with a sample annotation of data from Prague Dependency Treebank of Spoken Czech has demonstrated that the pair/group meaning is both more frequent and more easily distinguishable in the spoken than in the written data.

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6

Smolík, Filip, Hana Stepankova, Martin Vyhnálek, Tomáš Nikolai, Karolína Horáková, and Štěpán Matějka. "Propositional Density in Spoken and Written Language of Czech-Speaking Patients With Mild Cognitive Impairment." Journal of Speech, Language, and Hearing Research 59, no. 6 (December 2016): 1461–70. http://dx.doi.org/10.1044/2016_jslhr-l-15-0301.

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7

Čermáková, Ann, Jarmo Jantunen, Tommi Jauhiainen, John Kirk, Michal Křen, Marc Kupietz, and Elaine Uí Dhonnchadha. "The International Comparable Corpus: Challenges in building multilingual spoken and written comparable corpora." Research in Corpus Linguistics 10, no. 1 (2021): 89–103. http://dx.doi.org/10.32714/ricl.09.01.06.

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This paper reports on the efforts of twelve national teams in building the International Comparable Corpus (ICC; https://korpus.cz/icc) that will contain highly comparable datasets of spoken, written and electronic registers. The languages currently covered are Czech, Finnish, French, German, Irish, Italian, Norwegian, Polish, Slovak, Swedish and, more recently, Chinese, as well as English, which is considered to be the pivot language. The goal of the project is to provide much-needed data for contrastive corpus-based linguistics. The ICC corpus is committed to the idea of re-using existing multilingual resources as much as possible and the design is modelled, with various adjustments, on the International Corpus of English (ICE). As such, ICC will contain approximately the same balance of forty percent of written language and 60 percent of spoken language distributed across 27 different text types and contexts. A number of issues encountered by the project teams are discussed, ranging from copyright and data sustainability to technical advances in data distribution.

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8

Uličný, Oldřich. "Posesivní Genitiv Redivivus." Journal of Linguistics/Jazykovedný casopis 69, no. 3 (December 1, 2018): 497–501. http://dx.doi.org/10.2478/jazcas-2019-0026.

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Abstract In the contemporary Czech, in both spoken and especially in written form, possessive adjectives are replaced by possessive genitives, which are originally colloquial constructions only. In the last stage of this development, the postpositive genitive changes into prepositive: Klárčina maminka, maminka Klárky, Klárky maminka (‘Klárka’s mother’). The Czech language thus loses another means of inflection and gets closer to an agglutinative language type. This change (deflective tendency) is also supported by the loss of introflexion, i.e. the loss of morphophonological alternations, in our example k – č, in other cases r – ř, g – ž, ch – š, etc. (Klárčin – Klárky [‘Klárka’s’], sestra – sestřin [‘sister’s’], Olga – Olžin [‘Olga’s’] etc.).

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9

Zasina, Adrian. "Językoznawstwo korpusowe. Empiryczne podejście w badaniach humanistycznych." Dziennikarstwo i Media 9 (April 17, 2019): 169–78. http://dx.doi.org/10.19195/2082-8322.9.13.

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Corpus linguistics. An empirical approach to humanities researchThe aim of the article is to shed light on the methodology of corpus research in the humanities, primarily in linguistics. Corpus linguistics emerged in the late 1970s and early 1980s, focusing on electronic language corpora. Corpora are collections of various types of texts written and spoken gathered in a computer database which makes it possible to automatically search for text units in their natural context. There are various types of corpora depending on the type of study. The first corpora were compiled for the English language, although more and more languages are acquiring their national corpora, like the National Corpus of the Polish Language, the Czech National Corpus or the National Corpus of the Russian Language.

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10

Haug, Laura. "Introducing integrated language skills assessment at the language department of a Czech university." Language Learning in Higher Education 11, no. 1 (May 1, 2021): 253–62. http://dx.doi.org/10.1515/cercles-2021-2010.

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Abstract Integrated assessment evaluates language proficiency through tasks that require the test-taker to produce a written or spoken output based on listening or reading comprehension (reading or listening-into-writing or speaking). Since integrated assessment aims at reflecting the communicative and cognitive requirements of academic life and other professions, it is considered a means of assessment that is both authentic and valid. Examples of integrated tests can be found in high-stakes examinations at universities with English as the medium of instruction, and in the standardised high-stakes examinations offered by ETS, Pearson Education and Trinity College London. This report provides an example of integrated assessment in action by describing a currently used integrated test developed at the Language Department of the Faculty of Science, University of South Bohemia in the Czech Republic. Since 2018, this particular integrated test has served as the entrance examination for Biological Chemistry (EEBC), a bachelor’s degree course delivered entirely in English. By detailing the rationale behind the examination and the design process, this report aims to show that integrated assessment can provide a valid alternative to independent assessment at the tertiary level.

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11

Cutting, Joan, and Bróna Murphy. "BAAL/CUP seminars 2009." Language Teaching 43, no. 2 (March 3, 2010): 228–30. http://dx.doi.org/10.1017/s0261444809990371.

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The Moray House School of Education, The University of Edinburgh, UK; 7–8 May 2009The seminar, organised by Joan Cutting and Bróna Murphy, aimed •to bring together researchers involved in both emergent and established academic corpora (written and spoken) as well as linguists, lecturers and teachers researching in education, be it language teaching, language-teacher training or continuing professional development in language awareness, all of whom may be new to corpora and its applications;•to explore the possibilities of working together with researchers in speech recognition and synthesis, and other specialists in technological innovation;•to provide an opportunity to disseminate the latest developments in academic language corpora. The seminar strengthened links between institutions and created networks for researchers to explore ways that corpora can help to study general classroom practice and be used as part of language classroom teaching. It attracted 30 participants from universities in the Czech Republic, the Republic of Ireland, Italy, Japan, Switzerland and the UK; there were two plenary papers and 14 individual papers.

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12

Povolná, Renata. "CROSS-CULTURAL ANALYSIS OF CONFERENCE ABSTRACTS." Discourse and Interaction 9, no. 1 (June 30, 2016): 29. http://dx.doi.org/10.5817/di2016-1-29.

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Writing an abstract in English, including an abstract for a conference presentation, has become an essential skill for all scholars who intend to present their research to an international academic audience. Now that English has become the dominant language of all academic and research communication, scholars from diff erent language and cultural backgrounds have to master the writing of this research-progress genre (Swales 1990) since otherwise they may risk being refused participation at conferences and publication of their research fi ndings in conference proceedings. The paper analyses the rhetorical structure of 80 conference abstracts with the aim of ascertaining whether there is any cross-cultural variation between abstracts written by Anglophone writers and non-native speakers of English. The latter are represented by researchers from the Czech Republic and some other countries where Slavonic languages are spoken, namely Slovakia, Poland and Ukraine. In addition, the rhetorical organization of the conference abstracts analysed is compared to that usually associated with research article (RA) abstracts. The fi ndings of this corpus-based genre analysis reveal cross-cultural diff erences in the rhetorical organization of conference abstracts (CAs) and provide evidence that CAs and RA abstracts diff er with regard to both number and types of moves. The study also provides recommendations for future conference calls and novice writers who intend to publish in English as an additional language.

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13

Lanza, Stefano M., and Vitalija Lanza. "“A1 for Everyone”: Outline of a Plurilinguistic Project." Sustainable Multilingualism 17, no. 1 (November 18, 2020): 147–72. http://dx.doi.org/10.2478/sm-2020-0017.

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SummaryThe paper presents a new tool for approaching foreign languages. The “A1 for everyone” (A1FE1) project aims to promote multilingualism (meaning the ability of an individual to use different languages) in tune with the focuses of EU language policy, i.e. “to make a wider range of languages available to learners to allow individual choice”. A1FE1 aims to create a series of compact manuals, language introduction guides, different from self-study courses or tourist phrasebooks, which should allow everyone to reach level A1 (“Breakthrough”) in a foreign language (L2), using the technologies available today and a new reader-tailored approach. In fact it is not a guide for a single language being translated into several others, but each L2 guide is written specifically for a type of L1 users, since combinations of typologically distant languages (Danish for Spanish, Czech for Finnish) must tackle the same A1 material in a different way compared to especially genetically similar languages (Danish for Swedish, Czech for Slovaks). The paper introduces the Italian language guide for Lithuanians (Italų kalba šnekantiems lietuviškai). There are two main principles in this project: the comparative and contrastive approach, which proceeds from what is familiar (L1) to illustrate what is new (L2) and the central role of the lexicon as vehicle of communication and unifying element of the three components of grammar (phonetics, morphology and syntax). This is the reason why the bulk of each guide consists of four sections presenting the sounds, the basic forms, logical connections and words of the L2, followed by a two-way minimal dictionary full with communicative examples. The level descriptors of the Common European Framework are not language-specific, hence A1 structures and lexicon should be selected according to teaching practice resources available in the countries where the L2 is spoken, such as syllabuses, word frequency lists, etc. Audio recordings of all L2 material presented in the guides and additional videos following the books’ structure can be accessed online. Italų kalba šnekantiems lietuviškai will serve in fact as a prototype, outlining practical and problematic aspects to take into consideration when drafting other guides. After its release, feedback from users and field experts will help evaluate the real development possibilities of the project, including the involvement of institutions at European level.

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14

Gammelgaard, Karen. "Written common czech." Scando-Slavica 40, no. 1 (January 1994): 153–61. http://dx.doi.org/10.1080/00806769408601045.

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15

Šimáčková, Šárka, Václav Jonáš Podlipský, and Kateřina Chládková. "Czech spoken in Bohemia and Moravia." Journal of the International Phonetic Association 42, no. 2 (August 2012): 225–32. http://dx.doi.org/10.1017/s0025100312000102.

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As a western Slavic language of the Indo-European family, Czech is closest to Slovak and Polish. It is spoken as a native language by nearly 10 million people in the Czech Republic (Czech Statistical Office n.d.). About two million people living abroad, mostly in the USA, Canada, Austria, Germany, Slovakia, and the UK, claim Czech heritage (Ministry of Foreign Affairs of the Czech Republic 2009). However, it is not known how many of them are native speakers of Czech.

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16

Eckert, Eva, and Charles Townsend. "A Description of Spoken Prague Czech." Slavic and East European Journal 36, no. 2 (1992): 248. http://dx.doi.org/10.2307/308983.

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17

Naughton, James, and Charles E. Townsend. "A Description of Spoken Prague Czech." Modern Language Review 87, no. 3 (July 1992): 811. http://dx.doi.org/10.2307/3733051.

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18

Janda, Laura A., and Charles E. Townsend. "A Description of Spoken Prague Czech." Modern Language Journal 75, no. 3 (1991): 369. http://dx.doi.org/10.2307/328736.

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19

Pérez-Sabater, Carmen, Gemma Peña-Martínez, Ed Turney, and Begoña Montero-Fleta. "A Spoken Genre Gets Written." Written Communication 25, no. 2 (April 2008): 235–61. http://dx.doi.org/10.1177/0741088307313174.

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20

Bond, Dzintra. "A spoken and written tale." Journal of Baltic Studies 19, no. 4 (December 1988): 315–22. http://dx.doi.org/10.1080/01629778800000211.

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21

Vagle, Wenche. "Radio language - spoken or written?" International Journal of Applied Linguistics 1, no. 1 (June 1991): 118–31. http://dx.doi.org/10.1111/j.1473-4192.1991.tb00009.x.

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22

Korkiakangas, Timo. "Spoken Latin behind written texts." Diachronic Treebanks 35, no. 3 (November 5, 2018): 429–49. http://dx.doi.org/10.1075/dia.00009.kor.

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Abstract This study uses treebanking to investigate how spoken language infiltrated legal Latin in early medieval Italy. The documents used are always formulaic, but they also always contain a ‘free’ part where the case in question is described in free prose. This paper uses this difference to measure how ten linguistic features, representative of the evolution that took place between Classical and Late Latin, are distributed between the formulaic and free parts. Some variants are attested equally often in both parts of the documents, while perceptually or conceptually salient variants appear to be preserved in their conservative form mainly in the formulaic parts.

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23

Daniel, Marie-Paule, Edyta Przytula, and Michel Denis. "Spoken versus written route directions." Cognitive Processing 10, S2 (August 20, 2009): 201–3. http://dx.doi.org/10.1007/s10339-009-0297-4.

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24

Leuckert, S., and S. Buschfeld. "Modelling Spoken and Written Language." Anglistik 32, no. 2 (2021): 7–14. http://dx.doi.org/10.33675/angl/2021/2/4.

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25

Poiret, Rafaël, and Haitao Liu. "Some quantitative aspects of written and spoken French based on syntactically annotated corpora." Journal of French Language Studies 30, no. 3 (February 7, 2020): 355–80. http://dx.doi.org/10.1017/s0959269519000334.

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ABSTRACTBased on two syntactically annotated corpora, and within the theoretical tradition of dependency grammar, the current study investigates the quantitative differences and similarities between written and spoken French. Our findings support the assumption that spoken and written French are two realizations of one language that do not differ in the syntactic categories, but in the frequency of these categories, and also in their organization in sentence. The subjects in spoken French are mostly pronouns, whereas in written French the subjects are mostly nouns and pronouns. Spoken and written French share many syntactic relations, but with different frequencies. For instance, dislocations are more diverse and frequent in spoken French. Spoken French and written French differ in the word order of vocative nominal phrases. Finally, written French is slightly more difficult to process than spoken French.

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26

Komrsková, Zuzana, Marie Kopřivová, David Lukeš, Petra Poukarová, and Hana Goláňová. "New Spoken Corpora of Czech: ORTOFON and DIALEKT." Journal of Linguistics/Jazykovedný casopis 68, no. 2 (December 1, 2017): 219–28. http://dx.doi.org/10.1515/jazcas-2017-0031.

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Mikhailov, Mikhail, Hannu Tommola, and Nina Isolahti. "Spoken to Spoken vs. Spoken to Written: Corpus Approach to Exploring Interpreting and Subtitling." Polibits 41 (June 30, 2010): 5–9. http://dx.doi.org/10.17562/pb-41-1.

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28

İSMAİL, Mehmet. "Pomegranate In Written And Spoken Literature." Journal of Turkish Studies Volume 3 Issue 5, no. 3 (2008): 217–26. http://dx.doi.org/10.7827/turkishstudies.421.

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29

McDowell, John H., and Deborah Tannen. "Coherence in Spoken and Written Discourse." Poetics Today 6, no. 4 (1985): 785. http://dx.doi.org/10.2307/1771969.

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30

Tsung, Linda. "Fundamental Spoken Chinese/Fundamental Written Chinese." Asian Studies Review 37, no. 3 (September 2013): 399–400. http://dx.doi.org/10.1080/10357823.2013.823843.

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31

Ravid, Dorit, and Yehudit Chen-Djemal. "Spoken and written narration in Hebrew." Written Language and Literacy 18, no. 1 (February 12, 2015): 56–81. http://dx.doi.org/10.1075/wll.18.1.03rav.

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The study is premised on speech and writing relying on differently coordinated temporal frames of communication, aiming to pinpoint the conceptual and linguistic differences between spoken and written Hebrew narration. This is a case study presenting in-depth psycholinguistic analyses of the oral and written versions of a personal-experience story produced by the same adult narrator in Hebrew, taking into account discursive functions, discourse stance, linguistic expression, and information flow, processing, and cohesion. Findings of parallel spoken and written content units presenting the same narrative information point to the interface of the narrative genre with the spoken and written modalities, together with the mature cognitive, linguistic, and social skills and experience of adulthood. Both spoken and written personal-experience adult narrative versions have a non-personal, non-specific, detached stance, though the written units are more abstract and syntactically complex. Adult narrating skill encompasses both modalities, recruiting different devices for the expression of cohesion.

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Chaika, Elaine. "Coherence in written and spoken language." Journal of Pragmatics 11, no. 2 (April 1987): 249–54. http://dx.doi.org/10.1016/0378-2166(87)90199-8.

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33

Gillam, Ronald B., and Judith R. Johnston. "Spoken and Written Language Relationships in Language/Learning-Impaired and Normally Achieving School-Age Children." Journal of Speech, Language, and Hearing Research 35, no. 6 (December 1992): 1303–15. http://dx.doi.org/10.1044/jshr.3506.1303.

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Students with language/learning impairment (LLI) and three groups of normally achieving children matched for chronological age, spoken language, and reading abilities wrote and told stories that were analyzed according to a three-dimensional language analysis system. Spoken narratives were linguistically superior to written narratives in many respects. The content of written narratives, however, was organized differently than the content of spoken narratives. Spoken narratives contained more local interconnections than global interconnections; the opposite was true for written narratives. LLI and reading-matched children evidenced speaking-writing relationships that differed from those of the age- and language-matched children in the way language form was organized. Further, LLI children produced more grammatically unacceptable complex T-units in their spoken and written stories than students from any of the three matched groups. The discussion focuses on mechanisms underlying the development of speaking-writing differences and ramifications of spoken-language impairment for spoken and written-language relationships.

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34

Maldin, Siska Amelia. "SPEAKING – WRITING MODE: STRATEGIES IN TRANSFORMING SPOKEN AND WRITTEN LANGUAGE." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 7, no. 1 (December 6, 2013): 58. http://dx.doi.org/10.24036/ld.v7i1.7255.

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There is a tendency of cases in transforming spoken and written language. A current debate was proposed about the role. This debate derives from current phenomenon which shows evidence which is related with learner mastery in the particular skills. Some learners are able to produce spoken form of language fluently, however, when it comes to writing, it is seen that they find difficulties and get disturbance to put down ideas and elaborate the ideas into a good writing. Hence, two questions arise. First, to what extent is the nature of spoken and written language? Second, what are strategies to help learners in transforming their spoken language to the written production? Therefore, this article is proposed to explain the nature of spoken and written language and present any strategies to help learners in transforming their spoken language into the written forms.

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Mazur-Palandre, Audrey. "Overcoming preferred argument structure in written French." Written Language and Literacy 18, no. 1 (February 12, 2015): 25–55. http://dx.doi.org/10.1075/wll.18.1.02maz.

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Spoken and written French contrast in many ways. Our goal here is to show how later language development is profoundly impacted by experience with written language. More than 120 French-speakers/ writers, one group of children (mean age: 10;9) and two groups of adolescents (mean age: 12;7 and 15;2), participated in this study. Our analysis of noun phrases is inspired by the hypothesis of Preferred Argument Structure (Du Bois 1987) and examines referential cohesion in texts produced in contexts differing in modality (spoken – written) and text type (expository – narrative). Our aim is to demonstrate: (a) that spoken language production is governed by discursive constraints which control the flow of information; and (b) these discursive constraints differ for written and spoken production. Part of learning to become a literate user of French involves overcoming the discourse constraints governing spoken language production.

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Park Young Sug. "『Ukigumo』Unification of the Written and Spoken language, Written language." Japanese Language and Literature Association of Daehan ll, no. 56 (November 2012): 57–68. http://dx.doi.org/10.18631/jalali.2012..56.004.

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37

Hsu, Chan-Chia. "A corpus-based study on the functions of antonym co-occurrences in spoken Chinese." Text & Talk 39, no. 4 (July 26, 2019): 535–61. http://dx.doi.org/10.1515/text-2019-2039.

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AbstractPrevious corpus-based research has demonstrated that antonyms co-occur frequently and serve essential functions in discourse. However, these studies are mostly based on written corpus data. Therefore, the present study investigates how antonyms are used in spoken Chinese. Antonyms co-occurring within five turns were manually identified in the National Chengchi University (NCCU) Corpus of Spoken Taiwan Mandarin (27 transcripts, approximately 11 hours) and categorized by their functions. It is found that antonyms that are dialogic in nature prevail in spoken Chinese, and the results reconfirm that antonyms are often used to signal a nearby contrast or to express inclusiveness/exhaustiveness. Compared with written Chinese, spoken Chinese shows a stronger preference for three functional categories, i.e. Interrogative Antonymy, Corrective Antonymy, and Negated Antonymy, which clearly reflect the spontaneous, interactive nature of conversation. The comparison between spoken and written Chinese also shows that antonyms in spoken Chinese co-occur in particular lexico-syntactic frames less often, and that the morphosyllabic structure of antonyms, a crucial factor that influences the functional distribution of antonyms in written Chinese, occupies a minor role in spoken Chinese. This study reveals how the use of antonyms varies across spoken and written Chinese, complementing previous corpus-based studies of antonymy that have drawn conclusions mostly from formal written texts.

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38

Kopřivová, Marie, Zuzana Komrsková, Petra Poukarová, and David Lukeš. "Relevant Criteria for Selection of Spoken Data: Theory Meets Practice." Journal of Linguistics/Jazykovedný casopis 70, no. 2 (December 1, 2019): 324–35. http://dx.doi.org/10.2478/jazcas-2019-0062.

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Abstract The present paper seeks to review relevant criteria used in classifying speech events (SEs) from the perspective of spoken corpus design. The primary goal is to survey the landscape of possible types of spoken language, so as to assess in which directions the coverage of spoken Czech offered by Czech National Corpus corpora can be expanded in the future. We approach the problem from both theoretical and practical points of view, examining what the theoretical literature has to say as well as approaches implemented in practice by existing spoken corpora of various languages. We then synthesize the obtained information into a pragmatically motivated set of SE classification criteria which does not aspire to be universal or definitive but aims to serve as a useful guiding principle and conceptual framework for understanding and promoting SE diversity when collecting spoken data.

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39

Broussard, Kathleen M., Douglas Biber, Stig Johansson, Geoffrey Leech, Susan Conrad, and Edward Finegan. "Longman Grammar of Spoken and Written English." TESOL Quarterly 34, no. 4 (2000): 787. http://dx.doi.org/10.2307/3587792.

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Schmid, Hans-Jörg. "Longman Grammar of Spoken and Written English." Journal of Pragmatics 35, no. 8 (August 2003): 1265–69. http://dx.doi.org/10.1016/s0378-2166(03)00029-8.

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Mackiewicz, Jo, and Isabelle Thompson. "Spoken written-language in writing center talk." Linguistics and Education 47 (October 2018): 47–58. http://dx.doi.org/10.1016/j.linged.2018.07.003.

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Chafe, Wallace, and Deborah Tannen. "The Relation Between Written and Spoken Language." Annual Review of Anthropology 16, no. 1 (October 1987): 383–407. http://dx.doi.org/10.1146/annurev.an.16.100187.002123.

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Smith, Adam. "Newly Emerging Subordinators in Spoken/Written English." Australian Journal of Linguistics 34, no. 1 (January 2, 2014): 118–38. http://dx.doi.org/10.1080/07268602.2014.875458.

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Henrichsen, Peter Juel, and Jens Allwood. "Swedish and Danish, spoken and written language." International Journal of Corpus Linguistics 10, no. 3 (September 1, 2005): 367–99. http://dx.doi.org/10.1075/ijcl.10.3.05hen.

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The aim of much linguistic research is to determine the grammar and the lexicon of a certain language L. The spoken variant of L – in so far as it is considered at all – is generally taken to be just another projection of the same grammar and lexicon. We suspect that this assumption may be wrong. Our suspicion derives from our contrastive analyses of four corpora, two Swedish and two Danish (covering spoken as well as written language), suggesting that – in the dimensions of frequency distribution, word type selection, and distribution over parts of speech – the mode of communication (spoken versus written) is much more significant as a determining factor than even the choice of language (Swedish versus Danish).

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Diani, Giuliana. "Emphasizers in spoken and written academic discourse." Patterns, meaningful units and specialized discourses 13, no. 3 (September 17, 2008): 296–321. http://dx.doi.org/10.1075/ijcl.13.3.04dia.

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The role played by mitigation in academic discourse has been the subject of intense scholarly interest over the last two decades, but interest in the role played by intensifying textual elements expressing evaluation and stance — emphasizers — is a more recent turn. This paper presents a preliminary attempt at capturing the uses of the adverb really across spoken and written academic registers. The adverb really is examined with an eye to how its frequencies, meanings and uses vary across spoken and written academic discourse. The findings will also be interpreted in terms of variation across genres and disciplines. A quantitative analysis of this adverb reveals significant distributional trends across both academic genres and disciplines, and a qualitative analysis of concordance lines confirms that these trends are motivated by genre-specific purposes and disciplinary-specific practices, respectively.

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Jackson, Daniel O. "Coherence in Spoken and Written Discourse (review)." Language 78, no. 1 (2002): 209. http://dx.doi.org/10.1353/lan.2002.0026.

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Nelson, Gerald. "Cleft Constructions in Spoken and Written English." Journal of English Linguistics 25, no. 4 (December 1997): 340–48. http://dx.doi.org/10.1177/007542429702500408.

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Reilly, Judy, Elisheva Baruch, Harriet Jisa, and Ruth A. Berman. "Propositional attitudes in written and spoken language." Written Language and Literacy 5, no. 2 (June 28, 2002): 183–218. http://dx.doi.org/10.1075/wll.5.2.04rei.

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This study considers the use of modal expressions (auxiliaries like should , can), semi-modals (e.g. have to, be likely to), and adverbials and complement-taking expressions (maybe, it is possible that ) to convey the attitudes and feelings of speaker/writers about the events they describe and the ideas they express. The topic of “propositional attitudes” thus overlaps with the domains of linguistic analysis known as “mood and modality.” This paper considers selected facets of linguistic modality in developmental and cross-linguistic perspective.

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Biber, Douglas. "ON THE INVESTIGATION OF SPOKEN/WRITTEN DIFFERENCES1." Studia Linguistica 40, no. 1 (June 1986): 1–21. http://dx.doi.org/10.1111/j.1467-9582.1986.tb00759.x.

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MURRAY, GABRIEL, and GIUSEPPE CARENINI. "Subjectivity detection in spoken and written conversations." Natural Language Engineering 17, no. 3 (December 9, 2010): 397–418. http://dx.doi.org/10.1017/s1351324910000264.

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AbstractIn this work we investigate four subjectivity and polarity tasks on spoken and written conversations. We implement and compare several pattern-based subjectivity detection approaches, including a novel technique wherein subjective patterns are learned from both labeled and unlabeled data, using n-gram word sequences with varying levels of lexical instantiation. We compare the use of these learned patterns with an alternative approach of using a very large set of raw pattern features. We also investigate how these pattern-based approaches can be supplemented and improved with features relating to conversation structure. Experimenting with meeting speech and email threads, we find that our novel systems incorporating varying instantiation patterns and conversation features outperform state-of-the-art systems despite having no recourse to domain-specific features such as prosodic cues and email headers. In some cases, such as when working with noisy speech recognizer output, a small set of well-motivated conversation features performs as well as a very large set of raw patterns.

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