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Masarykova Univerzita Filozofická Fakulta Ústav Českého Jazyka Český

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Masarykova Univerzita Filozofická Fakulta Ústav Českého Jazyka Český Masarykova univerzita Filozofická fakulta Ústav českého jazyka Český jazyk Mgr. Pavlína Vališová Využití korpusů ve výuce češtiny jako cizího jazyka Dizertační práce Vedoucí práce: doc. PhDr. Klára Osolsobě, Dr. 2017 1 Prohlašuji, že jsem diplomovou práci vypracovala samostatně s využitím uvedených pramenů a literatury. ………………………………… Podpis autora práce 2 Poděkování Velice děkuji vedoucí práce doc. PhDr. Kláře Osolsobě, Dr., za odborné vedení, cenné rady a intenzivní podporu, bez které by tato práce zřejmě nevznikla. Dále děkuji: - Jamesi Thomasovi, M. A., jehož seminář ´Využití jazykového korpusu při studiu a výuce jazyka´ v roce 2008 byl inspirací pro mé další směřování. - Dr. Paulu Thompsonovi z Centre for Corpus Reasearch, University of Birmingham, který mi pomohl získat semestrální stáž na tomto pracovišti a se kterým jsem konzultovala typy cvičení z korpusových dat. - Doc. Viktoru Zacharovi z Katedry matematické lingvistiky na Petrohradské státní univerzitě, se kterým jsem během své stáže v Petrohradu konzultovala budování učebnicového korpusu a návrh jeho pedagogické anotace. - RNDr. Vítu Suchomelovi z Fakulty informatiky MU za pomoc s tvorbou vlastního korpusu ve Sketch Engine. - Mgr. Petře Honzákové z Ústavu jazykové a odborné přípravy Univerzity Karlovy za metodické připomínky k typům korpusových cvičení. - Mgr. Blance Jaurisové z University of Oxford za testování typů korpusových cvičení. - Dr. Janě Markové za jazykovou korekturu práce. - Dr. Blance Nyklové za revizi překladů. - Přátelům a rodině za podporu, jmenovitě Dr. Jitce Cirklové a Dr. Petře Stražovské. - Všem svým studentkám a studentům češtiny pro cizince za inspiraci. 3 Motto: „Every student a Sherlock Holmes!“ Tim Johns 4 Anotace Cílem této dizertační práce je představit aplikaci korpusové lingvistiky ve výuce češtiny jako cizího jazyka (ČCJ). Ukazuje, v čem jsou jazykové korpusy a korpusové metody přínosné: zachycují typické užití jazyka a autentické příklady. Práce prezentuje typy korpusů s pedagogickým zaměřením: žákovský, pedagogický a učebnicový. Diskutuje také styčné body využívání korpusů výuce s komunikačním přístupem a dalšími současnými metodami ve výuce L2 a také s teorií osvojování L2, konkrétně s hypotézou povšimnutí. Praktická část se zabývá přímým a nepřímým využitím korpusů ve výuce ČCJ a tvorbou učebnicového korpusu. Prezentujeme typologii korpusových cvičení včetně ukázek a příklady nepřímého využití na základě českých korpusových příruček. Analýza učebnicového korpusu a komparace jeho dat s korpusem obecného jazyka ukazuje, jak empirická data obohacují výuku o konkrétní vzorce a kolokace. Abstract The aim of this dissertation is to present the application of corpus linguistics in teaching Czech as a foreign language (CFL). It shows how language corpora and corpus methods are beneficial for teaching: it displays typical language usage and authentic examples. The thesis presents different types of corpora for pedagogical purposes: learner corpora, pedagogic corpora and textbook corpora. It also discusses the link between using corpora in language teaching and communicative language teaching, other contemporary teaching methods and second language acquisition theories, especially the noticing hypothesis. The applied part of the thesis deals with direct and indirect uses of corpora in CFL teaching and building a textbook corpus. It presents a typology of corpus-based exercises and examples of indirect use of corpora using Czech corpus- based publications. The analysis of Czech textbook corpora and its comparison with general language corpus shows how empiric data enrich teaching with pattern and collocations of words. 5 Klíčová slova korpusová lingvistika, pedagogické korpusy, učebnicový korpus, čeština jako cizí jazyk, výuka jazyků, data-driven learning (DDL) Keywords corpus linguistics, pedagogic corpora, textbook corpus, Czech as a foreign language, language teaching, data-driven learning (DDL) 6 Obsah 1 Úvod .................................................................................................................................. 10 2 Terminologický slovníček ................................................................................................. 13 3 Metody výzkumu jazykových korpusů ............................................................................. 15 3.1 K čemu je korpus ....................................................................................................... 15 3.1.1 Korpusová lingvistika ......................................................................................... 15 3.1.2 Data vs. intuice ................................................................................................... 17 3.1.3 Reprezentativnost korpusů .................................................................................. 20 3.1.4 Typy korpusů ...................................................................................................... 21 3.1.5 České korpusy ..................................................................................................... 24 3.1.6 Nástroje a české korpusy .................................................................................... 26 3.2 Corpus-based a corpus-driven výzkum ...................................................................... 29 3.2.1 Neo-firthinánská tradice ..................................................................................... 29 3.2.2 Corpus-based výzkum ......................................................................................... 31 3.2.3 Corpus-driven výzkum ....................................................................................... 31 3.2.4 Význam jako centrální pojem ............................................................................. 32 3.2.5 Český corpus-based a corpus-driven výzkum .................................................... 37 3.3 Typy pedagogické aplikace korpusů .......................................................................... 40 3.4 Shrnutí ........................................................................................................................ 44 4 Specializované korpusy s pedagogickým zaměřením ....................................................... 45 4.1 Žákovské korpusy ...................................................................................................... 45 4.1.1 Žákovský korpus CzeSL ..................................................................................... 47 4.1.2 Žákovský korpus MERLIN ................................................................................ 48 4.1.3 DIY žákovské korpusy ........................................................................................ 48 4.2 Pedagogické korpusy ................................................................................................. 50 4.2.1 Korpus ELISA a jeho tematická anotace ............................................................ 52 4.2.2 Projekt SACODEYL a nástroje pro pedagogický korpus .................................. 54 4.2.3 Vícejazyčný projekt BACKBONE ..................................................................... 55 4.3 Učebnicové korpusy ................................................................................................... 57 4.3.1 Korpus německých učebnic angličtiny (GEFL TC) ........................................... 60 4.3.2 Korpus TeMa a jeho anotace .............................................................................. 61 4.3.3 Využití učebnicových korpusů ........................................................................... 63 4.4 Shrnutí ........................................................................................................................ 65 5 Korpus a metody výuky jazyků ......................................................................................... 66 5.1 Současný komunikační přístup ve výuce jazyků ....................................................... 66 7 5.1.1 Korpus a komunikační přístup ............................................................................ 68 5.2 Další současné metody ............................................................................................... 69 5.2.1 Úkolová metoda (Task-based language teaching – TBLT) ................................ 69 5.2.2 Computer-assisted language learning (CALL) ................................................... 70 5.2.3 Lexikální přístup (Lexical approach) .................................................................. 72 5.3 Shrnutí ........................................................................................................................ 75 6 Korpus a teorie osvojování druhého jazyka (SLA) ........................................................... 76 6.1 Povšimnutí (noticing) ................................................................................................. 76 6.2 Učení se objevováním (discovery learning) ............................................................... 77 6.3 Shrnutí ........................................................................................................................ 81 7 Přímé využití korpusů ve výuce ........................................................................................ 83 7.1 Metoda Data-driven Learning (DDL) ........................................................................ 83 7.1.1 Kritické hodnocení DDL .................................................................................... 86 7.1.2 DDL ve výuce angličtiny ...................................................................................
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