By Petr Sgall, Jirí Hronek, Alexandr Stich, Ján Horecký
Czech, a transparent case of a language having a regular and a powerful primary vernacular with extensive moving among them, bargains many issues of common curiosity to sociolinguists. This quantity is split in five chapters and opens with a common dialogue of language types. 'The critical Language Formations in Czech' offers a precis description of the Czech crucial vernacular. this can be by means of a bankruptcy on 'The foundation and competition of ordinary and customary Czech' and within the subsequent bankruptcy code switching among normal and customary Czech is mentioned. The concluding bankruptcy provides beginning issues for a theoretical description of a countrywide language with intralingual version and a initial formula of views at the stratification of Czech.
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Extra info for Variation in Language: Code switching in Czech as a challenge for sociolinguistics
Example text
Hammer and walkingr respectively); linguistic change involving the form in question; a radical difference in the phonetic shape; involvement in the maintenance of a phonological con trast (if cue is pronounced without / j / , the contrast be tween dew:do is entailed). The relationship to orthography can have a much wider significance. Thus, it seems that colloquial French differs from the Standard mainly in items stigmatized, cf. g. the pronounciation of il without the consonant, of the negative constructions without ne , the merging of the two consonants of ¿e suis.
E. lexical or sentential intonation patterns proper to various more or less peripheral vernaculars, belong to what Nekvapil and Cloupek (1986:14) call uncontrolled phenomena, persisting 1o longer than other features of the receding codes. g. 4 27 speaker wants to be easily understood in an area the Ian--guage use of which differs from her/his native variety in some points; it may then happen that repeated misunderstand ings make such a speaker change her/his speech habits, whatever is the relationship between the two varieties.
Another important aspect was pointed out by Novak (1962:268): not only language culture in the narrow sense, but especially also a broader c u l t i v a t i o n of c o m m u n i c a t i o n and t h o u g h t should get due attention in linguistics and in education. The speakerfs orientation towards the requirements of language codification should not be straightforwardly viewed as help ing to such a higher culture of thought and communication (in creating an atmosphere of mental discipline and clarity) On the contrary, it should be taken into account that the orientation towards the "correctness" of language may, in certain cases, turn the attention of the speaker (and the hearer) from deeper questions of the content (and the prec ision, clarity and adequacy of the chosen formulations, and so on) towards outer, extrinsic matters.
