{
  "title": "Polysystémovost v jazyce: Konvergentní a divergentní modely procesu standardizace",
  "sections": [
    {
      "id": "section-1",
      "title": "Polysystémovost v jazyce: Konvergentní a divergentní modely procesu standardizace",
      "level": 2,
      "headingHtml": "Slide 1",
      "html": "<h3>Polysystémovost v jazyce: Konvergentní a divergentní modely procesu standardizace</h3><p>Dominik Lukeš</p><p><a href=\"http://dominiklukes.net\" target=\"_blank\" rel=\"noopener noreferrer\">http://dominiklukes.net</a></p><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=1\">View original slide 1</a></p>"
    },
    {
      "id": "section-2",
      "title": "Motto:",
      "level": 2,
      "headingHtml": "Slide 2",
      "html": "<h3>Motto:</h3><blockquote><p>Studium jazyka by mělo vycházet ze skutečnosti, že multilingvalismus je normální stav jazykové dovednosti. (E Chaika, parafráze)</p></blockquote><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=2\">View original slide 2</a></p>"
    },
    {
      "id": "section-3",
      "title": "Odkojeni strukturalismem",
      "level": 2,
      "headingHtml": "Slide 3",
      "html": "<h3>Odkojeni strukturalismem</h3><ul><li>Redukcionismus</li><li>Minimalismus popisu</li><li>Hierarchismus a atomismus</li><li>Formalismus</li><li>Scientismus</li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=3\">View original slide 3</a></p>"
    },
    {
      "id": "section-4",
      "title": "Konvergence a divergence",
      "level": 2,
      "headingHtml": "Slide 4",
      "html": "<h3>Konvergence a divergence</h3><ul><li>Divergence<ul><li>Ústřední systém, od nějž se odlišují a oddalují jednotlivci a skupiny</li></ul></li><li>Konvergence<ul><li>Federace systémů, které se přibližují až vytvoří iluzi jednoho systému</li></ul></li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=4\">View original slide 4</a></p>"
    },
    {
      "id": "section-5",
      "title": "Příklady „systémů“ v jazyce",
      "level": 2,
      "headingHtml": "Slide 5",
      "html": "<h3>Příklady „systémů“ v jazyce</h3><ul><li>Flexe</li><li>Čas-Vid-Modalita</li><li>Lexikon</li><li>Fonontaxe</li><li>Slovosled</li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=5\">View original slide 5</a></p>"
    },
    {
      "id": "section-6",
      "title": "Slovní druhy",
      "level": 2,
      "headingHtml": "Slide 6",
      "html": "<h3>Slovní druhy</h3><ul><li>Kolik má angličtina slovních druhů?<ul><li>4, 8, 9, 12</li></ul></li><li>Jsou přivlastňovací zájmena adjektiva? A co adjektiva?<ul><li>čí, jeho, jejim, našemu, Petrovi, Karlimu, první</li><li>Adjektiva v širším smyslu? (Trávníček)</li></ul></li><li>Co s koho, nikoho, někoho, leckoho, jakkoho, kohosi, kohopak, kohokoli?<ul><li>ně-, ni-, jak-, kde-, lec-, -koli, -pak, -si</li></ul></li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=6\">View original slide 6</a></p>"
    },
    {
      "id": "section-7",
      "title": "Vida -va-",
      "level": 2,
      "headingHtml": "Slide 7",
      "html": "<h3>Vida -va-</h3><ul><li>Kolik má čeština vidů a jaký mají význam?<ul><li>Nesedni si na to v. nesedej si na to?</li><li>On si sem klidně každý den přijde...</li></ul></li><li>Co má -va- společného s videm?<ul><li>použít – používat – používávat</li><li>„S obavou a nejistotou očekávává každý rok příchod jara i Milan Kupka (32) z Ostravy.“ (syn2005)</li></ul></li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=7\">View original slide 7</a></p>"
    },
    {
      "id": "section-8",
      "title": "Slabiky",
      "level": 2,
      "headingHtml": "Slide 8",
      "html": "<h3>Slabiky</h3><ul><li>Jaké mají slabiky hranice?</li><li>Jak rozdělit lady?<ul><li>/lei-di/</li><li>/leid-i/</li></ul></li><li>Onset maximization (Cambridge) v. Stress attraction (Longman)</li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=8\">View original slide 8</a></p>"
    },
    {
      "id": "section-9",
      "title": "Inventář s ostrovy",
      "level": 2,
      "headingHtml": "Slide 9",
      "html": "<h3>Inventář s ostrovy</h3><ul><li>Jazyk je inventář symbolických jazykových jednotek (konstrukcí), které jsou uspořádány do ostrovů pravidelnosti</li><li>Jednotky se nacházejí na škále formální i významové schématičnosti</li><li>V mluvě z tohoto inventáře čerpáme prostřednictvím pojmové integrace</li><li>Uspořádání tohoto inventáře je předmětem interních i externích procesů</li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=9\">View original slide 9</a></p>"
    },
    {
      "id": "section-10",
      "title": "Konstrukce = jednotky",
      "level": 2,
      "headingHtml": "Slide 10",
      "html": "<h3>Konstrukce = jednotky</h3><ul><li>Lexikální jednotky<ul><li>Karel, auto, myšlenka, chodit, do Prčic, z čista jasna</li></ul></li><li>Gramatické konstrukce<ul><li>-va-, Xdat chutná Ynom, ag akt pat, -ovi, dat 3p sg</li></ul></li><li>Uspořádání jednotek<ul><li>slovník, textová kolonie, román, dopis, debata o vhodnosti používání X</li></ul></li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=10\">View original slide 10</a></p>"
    },
    {
      "id": "section-11",
      "title": "Ukázky konstrukcí v praxi",
      "level": 2,
      "headingHtml": "Slide 11",
      "html": "<h3>Ukázky konstrukcí v praxi</h3><ul><li>Swann, M. 2009 Practical English Usage</li><li>Leech, G. Et al. 2001 An A-Z of English Grammar &amp; Usage</li><li>Goldberg, A. 2006. Constructions at Work: The nature of generalisation in language</li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=11\">View original slide 11</a></p>"
    },
    {
      "id": "section-12",
      "title": "Slide 12",
      "level": 2,
      "headingHtml": "Slide 12",
      "html": "<p><img src=\"/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/media/img-8343223953b62988.png\" alt=\"A scanned page from an English usage reference book, cropped at the top and bottom (the first and last lines are cut off), transcribed in the text below the image. Entry numbers and headings are in orange; key words are bold or italic as marked in the transcription.\" loading=\"lazy\"></p><p>(The top of the page ends an earlier entry:) For differences between <em>could</em> and <em>was able</em>, see 122.5, 123.2.</p><p><strong>4 about and on</strong></p><p>Compare:</p><ul><li>a book for children <strong>about</strong> Africa and its peoples; a textbook <strong>on</strong> African history</li><li>a conversation <strong>about</strong> money; a lecture <strong>on</strong> economics</li></ul><p>We use <em>about</em> to talk about ordinary, more general kinds of communication. <em>On</em> suggests that a book, talk etc is more serious, suitable for specialists.</p><p><strong>5 about to</strong></p><p><em>About</em> + <strong>infinitive</strong> (with <em>to</em>) means ‘going to very soon’; ‘just going to’. <em>Don’t go out now – we’re <strong>about to</strong> have lunch. I was <strong>about to</strong> go to bed when the telephone rang.</em> <em>Not about to</em> can mean ‘unwilling to’. <em>I’m <strong>not about to</strong> pay 100 dollars for that dress.</em></p><p><strong>6 above and over</strong></p><p><strong>1</strong> ‘higher than’: <em>above</em> or <em>over</em></p><p>(The next line is cut off at the foot of the image.)</p><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=12\">View original slide 12</a></p>"
    },
    {
      "id": "section-13",
      "title": "Slide 13",
      "level": 2,
      "headingHtml": "Slide 13",
      "html": "<p><img src=\"/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/media/img-a4f63be31c9cacbe.png\" alt=\"A scanned page from an English usage reference book, cropped at the top and bottom, transcribed in the text below the image. The headline example at the foot is cut off: only the upper half of its letters is visible.\" loading=\"lazy\"></p><p>(The top of the page ends an example letter:) <em>Only went to doctor for cold – landed up in hospital with pneumonia!! If you have time please tell the others – would love some letters to cheer me up. Hope to see you. Love, Pam</em></p><p><strong>3 commentaries</strong></p><p>Commentaries on fast-moving events like football matches also have their own kind of grammar. Auxiliaries and other less important verbs are often left out.</p><p><em>Goal kick … And the score still Spurs 3, Arsenal 1 … that’s Pearce … Pearce to Coates … good ball … Sawyer running wide … Billings takes it, through to Matthews, Matthews with a cross, oh, and Billings in beautifully, a good chance there – and it’s a goal!</em></p><p><strong>4 titles, notices etc</strong></p><p>Titles, labels, headings, notices and slogans usually consist of short phrases, not complete sentences. Articles are often left out, especially in the names of buildings and institutions.</p><ul><li><em>ROYAL HOTEL</em></li><li><em>INFORMATION OFFICE</em></li><li><em>MORE MONEY FOR NURSES!</em></li></ul><p><strong>5 headlines</strong></p><p>News headlines have their own special grammar and vocabulary. For details, see 240.</p><p><em>RECORD DRUGS HAUL AT AIRPORT: SIX HELD</em> (cut off at the foot of the image: only the upper half of the letters is visible)</p><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=13\">View original slide 13</a></p>"
    },
    {
      "id": "section-14",
      "title": "Slide 14",
      "level": 2,
      "headingHtml": "Slide 14",
      "html": "<p><strong><em>totiž</em> construction</strong></p><ul><li><em>constructional meaning:</em><ul><li>profile perceived cause in the discourse space</li><li>activate modal prosody of emphasis</li></ul></li><li><em>constructional form:</em> post-verb (unstressed) position</li></ul><p><strong><em>because</em> construction</strong></p><ul><li><em>meaning:</em><ul><li>profile logical cause in the discourse space</li><li>activate logical prosody of causation</li></ul></li><li><em>form:</em> clause-initial (stressed) position</li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=14\">View original slide 14</a></p>"
    },
    {
      "id": "section-15",
      "title": "Slide 15",
      "level": 2,
      "headingHtml": "Slide 15",
      "html": "<p><strong>Czech causal cohesive harmony construction</strong></p><ul><li><em>constructional meaning:</em> profile all possible causal coherence links through connectives <em>plus</em> direction and/or semantic prosody of emphasis or attitude</li><li><em>constructional form:</em> totiž, tak, proto, protože <em>plus</em> Czech elegant variation</li></ul><p><strong>English causal cohesive harmony construction</strong></p><ul><li><em>meaning:</em> profile necessary (logical) causal coherence links through connectives <em>plus</em> direction and/or semantic prosody of logical inference</li><li><em>form:</em> zero, for, because, so, therefore, thus, which is why, then <em>plus</em> English elegant variation</li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=15\">View original slide 15</a></p>"
    },
    {
      "id": "section-16",
      "title": "Metaphor negotiation construction(s)",
      "level": 2,
      "headingHtml": "Slide 16",
      "html": "<h3>Metaphor negotiation construction(s)</h3><p><strong>Metaphor negotiation</strong></p><ul><li>Meaning<ul><li>folk theory of analogy</li><li>folk theory of categorization</li><li>folk theory of truth</li><li>folk theory of logical inference</li></ul></li><li>Form<ul><li>exegesis</li><li>postulations of domain and investigation of mapping</li><li>attribution of truth or adequacy</li><li>limits of aptness</li></ul></li></ul><p><strong>Education as a marketplace</strong></p><ul><li>Meaning<ul><li>“education is like a market-place”</li><li>this is either true or not true</li><li>things follow from the above</li><li>elements of the domain of education have correspondences in the domain of business</li><li>any one disanalogy invalidates any correspondence</li></ul></li><li>Form<ul><li>X claims Y is like Z</li><li>y in Y is (not) z in Z ergo X is right/wrong</li><li>partial correspondence is enough to go on</li></ul></li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=16\">View original slide 16</a></p>"
    },
    {
      "id": "section-17",
      "title": "Výhody inventarizace jazyka",
      "level": 2,
      "headingHtml": "Slide 17",
      "html": "<h3>Výhody inventarizace jazyka</h3><ul><li>Nabízí kognitivně realistickou vizi použivatelnosti a osvojitelnosti jazyka</li><li>Vysvětluje stejně dobře fonologii, syntax i jazykovou politiku</li><li>Nepovažuje bilingvismus za odchylku od normy</li><li>Soustředí výzkumné úsilí na skutečné problémy v popisu jazyka</li><li>Umožňuje více interpretací stejného jevu z různých perspektiv</li><li>Nevyžaduje jeden formát notace pro popis</li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=17\">View original slide 17</a></p>"
    },
    {
      "id": "section-18",
      "title": "Teoretické inspirace",
      "level": 2,
      "headingHtml": "Slide 18",
      "html": "<h3>Teoretické inspirace</h3><ul><li>Langacker: Cognitive grammar</li><li>Croft: Radical Construction Grammar</li><li>Fauconnier &amp; Turner: Conceptual Integration</li><li>Hoey: text colonies, lexical priming</li><li>Sinclair: local grammars</li><li>Novák, Starý: jazyk lingvistiky</li></ul><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=18\">View original slide 18</a></p>"
    },
    {
      "id": "section-19",
      "title": "Slide 19",
      "level": 2,
      "headingHtml": "Slide 19",
      "html": "<blockquote><p>V lingvistice je po mém soudu třeba stále obnovovat kontakt s „jazykovou realitou“, snažit se, aby „teorie“ byly teoriemi a ne ideologiemi, a kultivovat k tomu přijatelné (neškodlivé, snesitelné, dokonce vhodné) způsoby vyjadřování. A nemusí to pořád dělat všichni, stačí, když to dělá někdo a je slyšen.</p><p>– Pavel Novák</p></blockquote><p><a href=\"/polysystmovost-v-jazyce-polysystemiticity-in-language?mode=originals&amp;page=19\">View original slide 19</a></p>"
    }
  ],
  "pages": [
    {
      "number": 1,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-01.png",
      "text": "Polysystémovost v jazyce: Konvergentní a divergentní modely procesu standardizace\nDominik Lukeš\nhttp://dominiklukes.net"
    },
    {
      "number": 2,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-02.png",
      "text": "Motto:\nStudium jazyka by mělo vycházet ze skutečnosti, že multilingvalismus je normální stav jazykové dovednosti. (E Chaika, parafráze)"
    },
    {
      "number": 3,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-03.png",
      "text": "Odkojeni strukturalismem\nRedukcionismus\nMinimalismus popisu\nHierarchismus a atomismus\nFormalismus\nScientismus"
    },
    {
      "number": 4,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-04.png",
      "text": "Konvergence a divergence\nDivergence\nÚstřední systém, od nějž se odlišují a oddalují jednotlivci a skupiny\nKonvergence\nFederace systémů, které se přibližují až vytvoří iluzi jednoho systému"
    },
    {
      "number": 5,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-05.png",
      "text": "Příklady „systémů“ v jazyce\nFlexe\nČas-Vid-Modalita\nLexikon\nFonontaxe\nSlovosled"
    },
    {
      "number": 6,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-06.png",
      "text": "Slovní druhy\nKolik má angličtina slovních druhů?\n4, 8, 9, 12\nJsou přivlastňovací zájmena adjektiva? A co adjektiva?\nčí, jeho, jejim, našemu, Petrovi, Karlimu, první\nAdjektiva v širším smyslu? (Trávníček)\nCo s koho, nikoho, někoho, leckoho, jakkoho, kohosi, kohopak, kohokoli?\nně-, ni-, jak-, kde-, lec-, -koli, -pak, -si"
    },
    {
      "number": 7,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-07.png",
      "text": "Vida -va-\nKolik má čeština vidů a jaký mají význam?\nNesedni si na to v. nesedej si na to?\nOn si sem klidně každý den přijde...\nCo má -va- společného s videm?\npoužít – používat – používávat\n„S obavou a nejistotou očekávává každý rok příchod jara i Milan Kupka (32) z Ostravy.“ (syn2005)"
    },
    {
      "number": 8,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-08.png",
      "text": "Slabiky\nJaké mají slabiky hranice?\nJak rozdělit lady?\n/lei-di/\n/leid-i/\nOnset maximization (Cambridge) v. Stress attraction (Longman)"
    },
    {
      "number": 9,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-09.png",
      "text": "Inventář s ostrovy\nJazyk je inventář symbolických jazykových jednotek (konstrukcí), které jsou uspořádány do ostrovů pravidelnosti\nJednotky se nacházejí na škále formální i významové schématičnosti\nV mluvě z tohoto inventáře čerpáme prostřednictvím pojmové integrace\nUspořádání tohoto inventáře je předmětem interních i externích procesů"
    },
    {
      "number": 10,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-10.png",
      "text": "Konstrukce = jednotky\nLexikální jednotky\nKarel, auto, myšlenka, chodit, do Prčic, z čista jasna\nGramatické konstrukce\n-va-, Xdat chutná Ynom, ag akt pat, -ovi, dat 3p sg\nUspořádání jednotek\nslovník, textová kolonie, román, dopis, debata o vhodnosti používání X"
    },
    {
      "number": 11,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-11.png",
      "text": "Ukázky konstrukcí v praxi\nSwann, M. 2009 Practical English Usage\nLeech, G. Et al. 2001 An A-Z of English Grammar & Usage\nGoldberg, A. 2006. Constructions at Work: The nature of generalisation in language"
    },
    {
      "number": 12,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-12.png",
      "text": "(The top of the page ends an earlier entry:) For differences between could and was able, see 122.5, 123.2.\n4 about and on\nCompare:\na book for children about Africa and its peoples; a textbook on African history\na conversation about money; a lecture on economics\nWe use about to talk about ordinary, more general kinds of communication. On suggests that a book, talk etc is more serious, suitable for specialists.\n5 about to\nAbout + infinitive (with to) means ‘going to very soon’; ‘just going to’. Don’t go out now – we’re about to have lunch. I was about to go to bed when the telephone rang. Not about to can mean ‘unwilling to’. I’m not about to pay 100 dollars for that dress.\n6 above and over\n1 ‘higher than’: above or over\n(The next line is cut off at the foot of the image.)"
    },
    {
      "number": 13,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-13.png",
      "text": "(The top of the page ends an example letter:) Only went to doctor for cold – landed up in hospital with pneumonia!! If you have time please tell the others – would love some letters to cheer me up. Hope to see you. Love, Pam\n3 commentaries\nCommentaries on fast-moving events like football matches also have their own kind of grammar. Auxiliaries and other less important verbs are often left out.\nGoal kick … And the score still Spurs 3, Arsenal 1 … that’s Pearce … Pearce to Coates … good ball … Sawyer running wide … Billings takes it, through to Matthews, Matthews with a cross, oh, and Billings in beautifully, a good chance there – and it’s a goal!\n4 titles, notices etc\nTitles, labels, headings, notices and slogans usually consist of short phrases, not complete sentences. Articles are often left out, especially in the names of buildings and institutions.\nROYAL HOTEL\nINFORMATION OFFICE\nMORE MONEY FOR NURSES!\n5 headlines\nNews headlines have their own special grammar and vocabulary. For details, see 240.\nRECORD DRUGS HAUL AT AIRPORT: SIX HELD (cut off at the foot of the image: only the upper half of the letters is visible)"
    },
    {
      "number": 14,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-14.png",
      "text": "totiž construction\nconstructional meaning:\nprofile perceived cause in the discourse space\nactivate modal prosody of emphasis\nconstructional form: post-verb (unstressed) position\nbecause construction\nmeaning:\nprofile logical cause in the discourse space\nactivate logical prosody of causation\nform: clause-initial (stressed) position"
    },
    {
      "number": 15,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-15.png",
      "text": "Czech causal cohesive harmony construction\nconstructional meaning: profile all possible causal coherence links through connectives plus direction and/or semantic prosody of emphasis or attitude\nconstructional form: totiž, tak, proto, protože plus Czech elegant variation\nEnglish causal cohesive harmony construction\nmeaning: profile necessary (logical) causal coherence links through connectives plus direction and/or semantic prosody of logical inference\nform: zero, for, because, so, therefore, thus, which is why, then plus English elegant variation"
    },
    {
      "number": 16,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-16.png",
      "text": "Metaphor negotiation construction(s)\nMetaphor negotiation\nMeaning\nfolk theory of analogy\nfolk theory of categorization\nfolk theory of truth\nfolk theory of logical inference\nForm\nexegesis\npostulations of domain and investigation of mapping\nattribution of truth or adequacy\nlimits of aptness\nEducation as a marketplace\nMeaning\n“education is like a market-place”\nthis is either true or not true\nthings follow from the above\nelements of the domain of education have correspondences in the domain of business\nany one disanalogy invalidates any correspondence\nForm\nX claims Y is like Z\ny in Y is (not) z in Z ergo X is right/wrong\npartial correspondence is enough to go on"
    },
    {
      "number": 17,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-17.png",
      "text": "Výhody inventarizace jazyka\nNabízí kognitivně realistickou vizi použivatelnosti a osvojitelnosti jazyka\nVysvětluje stejně dobře fonologii, syntax i jazykovou politiku\nNepovažuje bilingvismus za odchylku od normy\nSoustředí výzkumné úsilí na skutečné problémy v popisu jazyka\nUmožňuje více interpretací stejného jevu z různých perspektiv\nNevyžaduje jeden formát notace pro popis"
    },
    {
      "number": 18,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-18.png",
      "text": "Teoretické inspirace\nLangacker: Cognitive grammar\nCroft: Radical Construction Grammar\nFauconnier & Turner: Conceptual Integration\nHoey: text colonies, lexical priming\nSinclair: local grammars\nNovák, Starý: jazyk lingvistiky"
    },
    {
      "number": 19,
      "image": "/readers/polysystmovost-v-jazyce-polysystemiticity-in-language/pages/page-19.png",
      "text": "V lingvistice je po mém soudu třeba stále obnovovat kontakt s „jazykovou realitou“, snažit se, aby „teorie“ byly teoriemi a ne ideologiemi, a kultivovat k tomu přijatelné (neškodlivé, snesitelné, dokonce vhodné) způsoby vyjadřování. A nemusí to pořád dělat všichni, stačí, když to dělá někdo a je slyšen.\n– Pavel Novák"
    }
  ],
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