The dataset contains delimitation of borders of dialect regions, subgroups, areas and types in the Czech Republic. It is the result of an extensive expert revision that was based on various sources and made the delimitation exact and accurate. At the same time, the dataset corresponds to the underlying data of the Mapka application running at https://korpus.cz/mapka/
There are four files in this submission. Two files contain the delimitation of dialect regions ("oblasti"; both in GeoJSON and Shapefile formats) and two files contain the delimitation of smaller dialect areas, i.e. subgroups, areas and types ("oblasti_jemne"; again in GeoJSON and Shapefile formats).
Phonological neighborhood density is known to influence lexical access, speech production as well as perception processes. Lexical competition is thought to be the central concept from which the neighborhood effect emanates: highly competitive neighborhoods are characterized by large degrees of phonemic co-activation, which can delay speech recognition and facilitate speech production. The present study investigates phonetic learning in English as a foreign language in relation to phonological neighborhood density and onset density to see whether dense or sparse neighborhoods are more conducive to the incorporation of novel phonetic detail. In addition, the effect of voice-contrasted minimal pairs (bat-pat) is explored. Results indicate that sparser neighborhoods with weaker lexical competition provide the most optimal phonological environment for phonetic learning. Moreover, novel phonetic details are incorporated faster in neighborhoods without minimal pairs. Results indicate that lexical competition plays a role in the dissemination of phonetic updates in the lexicon of foreign language learners.
The file contains the charts, tables and figures serving to delineate the metaphor-metonymy cognitive mechanism behind English denominal verbs. The data was obtained by questionnaires and interviews, which was then documented into charts and tables. Figures submitted mainly provide clear outline and concise outline of the metaphor-metonymy models of denominalization.
The book [1] contains spelling rules classified into ten categories, each category containing many rules. This XML file presents our implemented rules classified with six category tags, as is the case in the book. We implemented 24 rules since the remaining rules require diacritical and morphological analysis that are outside the scope of our present work.
References:
[1] Dr.Fahmy Al-Najjar, 'Spelling rules in ten easy lessons', Al Kawthar Library,2008. Available: https://www.alukah.net/library/0/53498/%D9%82%D9%88%D8%A7%D8%B9%D8%AF-%D8%A7%D9%84%D8%A5%D9%85%D9%84%D8%A7%D8%A1-%D9%81%D9%8A-%D8%B9%D8%B4%D8%B1%D8%A9-%D8%AF%D8%B1%D9%88%D8%B3-%D8%B3%D9%87%D9%84%D8%A9-pdf/
Experimental materials, data and R scripts used in the paper "Garden-path sentences and the diversity of their
(mis)representations" (Ceháková - Chromý, 2023).
Supplementary materials for the paper “Processing of explicit and implicit contrastive and temporal discourse relations in Czech” (submitted to Discourse Processes)
The presented data and metadata include answers to questions raised in the questionnaire focused on the experience of teaching practicums and their role in the practical preparation of English language teachers at the Faculty of Arts, Charles University, as well as a basic quantitative analysis of the answers.
The analysis of the questionnaires shows that trainees are, in most cases, prepared for their teaching practicum both professionally and in terms of pedagogy and psychology, and the use of reflective teaching methods seems very useful. The benefits of the teaching practicum include, in particular, getting to know the real situation of teaching in secondary schools and working with a larger group of pupils, getting to know oneself as a teacher, gaining self-confidence, and becoming aware of one's own limits and areas for improvement. The downsides of the current system of teaching practice include mainly the low time allocation, the lack of integration of the practice in the curriculum, and the lack of involvement of the trainee in the daily running of the school (administrative work, supervision, meetings) and the lack of quality feedback from the faculty teacher.