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Content available remote Pedagogická interakce a komunikace pohledem kategoriálního systému
Educational interaction and communication are classic topics of educational research. The first serious initiations are associated with the 1960s and researchers who focused on the microanalysis of school communication (e.g. the methods of Bellack, Flanders and Taber; in the Czech context, works by Mareš, Gavora, Tollingerová, Průcha and others). At the time of their origin, these usually represented very laborious quantitative perspectives on educational interaction and communication, all of them based on models of mass education. Although both the “school itself” and the research methodolog y have changed since then, these studies are still viewed as inspirational for the research projects of today. The author describes a modified method of FIAS which is applicable for research in teacher-to-pupil communication under conditions current in Czech primary and lower secondary schools. It follows the familiar categorical system of N. A. Flanders but uses different categories of activities and applies computer software.
The present survey, which focuses on selected methods of quantitative corpus analysis applied to literary texts, asks to what extent it is useful to employ quantification and statistics in literary studies. The study discusses two basic ways in which quantitative corpus methods might be utilized. The first of these is macroanalysis, a method employing research into a large base of material. Its results provide empirical data about the macrostructural behaviour of predominantly the developmental tendencies and characteristics of a given literary category. The second is microanalysis, which focuses on smaller textual units, for instance, a group of texts by the same author. Its aim is to analyze empirically structural patterns within these texts. The research questions posed in studies using both methods include issues related to theme, authorship, narrative discourse, or gender. The study stresses the importance of employing these methods critically. Quantification must always be accompanied by relevant interpretation, based on appropriate methods of literary criticism.
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