Abstrakt
The study analyses teachers’ directive utterances recorded during spontaneous classroom interactions in Czech schools with pupils aged 11–16. Transcripts from the AKCES 2 corpus were examined using a coding scheme based on speech act theory. Teachers employed a range of communicative strategies, most of them direct. Imperatives were the most frequent, alongside performative verbs and modal constructions. Numerous non-sentential forms, such as adverbs, interjections, and elliptical expressions, also served directive functions. Teachers varied grammatical features like tense, person, and number to express politeness, reduce imposition, and achieve communicative efficiency.
Reference
AUSTIN, J. L. (1962). How to do Things with Words. Harvard University Press.
BATES, E. (1976). Language and Context – the Acquisition of Pragmatics. New York: Academic Press.
BLUM-KULKA, S., HOUSE, J., & KASPER, G. (Eds.). (1989). Cross-cultural Pragmatics: Requests and Apologies. Ablex, Norwood, NJ.
BLUM-KULKA, S., & OLSHTEIN, E. (1984). Requests and apologies: a cross-cultural study of speech act realization patterns. Applied Linguistics, 5, 196–213.
BROWN, P., & LEVINSON, S. (1987). Politeness. Some Universals in Language Usage. Oxford: Oxford University Press.
CHEJNOVÁ, P. (2012). Zdvořilostní strategie. Praha: Univerzita Karlova, Pedago- gická fakulta.
CHEJNOVÁ, P. (2014). Expressing politeness in the institutional e-mail communications of university students in the Czech Republic. Journal of Pragmatics, 60(1), 175–192.
CHEJNOVÁ, P. (2015a). How to Ask a Professor: Politeness in Czech Academic Culture. Praha: Karolinum.
CHEJNOVÁ, P. (2015b). Development of directives in child language – A case study of Czech. Topics in Linguistics, 15(1).
CHEJNOVÁ, P. (2021). Apology as a multifunctional speech act in Czech students’ e-mails to their lecturer. Journal of Pragmatics, 183, 53–66.
DVOŘÁKOVÁ, K. (2017). Ty jo, to seš dobrá: jak se skládají komplimenty v češtině. Academia: Praha.
EDMONSON, W. (1981). Spoken Discourse. A Model for Analysis. Longman: London.
EDMONSON, W., & HOUSE, J. (1981). Let’s Talk and Talk about It. A Pedagogic Interactional Grammar of English. Urban and Schwarzenberg: München.
GREPL, M., & KARLÍK, P. (1998). Skladba češtiny. Olomouc: Votobia.
GRICE, H. P. (1975). Logic and conversation. In Cole P., & Morgan, J. (Eds.), Syntax and Semantics, Vol. 3: Speech Acts (pp. 41–58). New York: Academic Press.
HÁJKOVÁ, E. et al. (2013). Čeština ve škole 21. století. III. Jazykové jevy v dětských prekonceptech. Praha: Univerzita Karlova v Praze, Pedagogická fakulta.
HÁJKOVÁ, E. et al. (2014). Čeština ve škole 21. století. IV. Výzkum edukačních podmínek jazykových jevů. Praha: Univerzita Karlova v Praze, Pedagogická fakulta.
HOFSTEDE, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320.
HOFSTEDE, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations. Sage: Thousand Oaks, CA.
LEECH, G. N. (1983). Principles of Pragmatics. Oxford: Longman.
OGIERMANN, E. (2009). Politeness and in-directness across cultures: A comparison of English, German, Polish and Russian requests. Journal of Politeness Research, 5(2), 189–216.
SEARLE, J. R. (1970). Speech Acts. Cambridge: Cambridge University Press.
SLANČOVÁ, D. (1999). Reč autority a lásky. Prešov: Filozofická fakulta Prešovskej univerzity.
ŠEĎOVÁ, K. et al. (2019). Výuková komunikace. Brno: Masarykova univerzita, 2019.
ŠEĎOVÁ, K., ŠVAŘÍČEK, R., & ŠALAMOUNOVÁ, Z. (2012). Komunikace ve školní třídě. Praha: Portál.
VÁLKOVÁ, S. (2012). Regulating discourse: Compliments and discourse signposts. LAP: Saarbrücken.
Licence
Copyright (c) 2026 Pavla Chejnová
Tato práce je licencována pod Mezinárodní licencí Creative Commons Attribution-NonCommercial-NoDerivatives 4.0.