Czech Approaching English
-
Verbal Forms
With Personal Pronouns Across Styles in the Czech National Corpus
Institute of the Czech National Corpus, Faculty of Arts, Prague, Czech
Republic
The poster concentrates on one feature of the contemporary colloquial
Czech language: increasing frequency of the personal pronouns, esp. the
pronouns „já“ (I) and „my“ (we).
In literary Czech, these pronouns are used esp. when it is necessary to emphasize the specific person, eg. „já, ne ty“ (me, not you). The grammatical forms of verbs are – in the case of I and we - sufficient for determining of the corresponding person, e.g. in literary Czech „pracuji“ (I work), „pracujeme“ (we work), „pracoval jsem“ (I worked), „pracovali jsme“ (we worked) while in colloquial Czech there is a strong tendency to use personal pronouns redundantly, e.g. in present tense „já pracuju“ and in the past tense „já pracoval“ (with omitting of the form of the auxiliary verb „jsem“). The Czech grammars have not reflected this tendency in a more detailed description, yet.
These colloquial forms were studied on the basis of the representative
text corpus of the contemporary written Czech language called SYN2000 (100 mil.
word forms). The ratio of the
imaginative vs. informative texts in this corpus is 15% : 85%. The imaginative
part is divided into several text types:

This percentage was compared to several collocation groups in the
corpus SYN2000:
1.
já/my
+ past participle, e.g.
„já pracoval/my pracovali“ (I worked/we worked)
2.
já/my
+ word form + past
participle, e. g. „já se ptal/my se ptali“ (I asked/we
asked)
3.
já/my
+ 2 word forms +
past participle, e. g. „já se ho ptal/my se ho ptali“ (I
asked him/we asked him)
4.
já/my
+ 3 word forms +
past participle, e. g. „já se ho minule ptal/my se ho minule
ptali“ (I asked him last time/we asked him last time)
5.
regular
literary form of the past tense with the auxiliary verb, e.g.
„pracoval jsem/pracovali jsme“ (I worked/we worked)
In the groups 1-4 all the auxiliary verbs were omitted.
Results of the search in the corpus SYN2000:
1st group:
pronoun „já“ pronoun
„my“
imag. vs. inform. 66%
: 34% = 2044 : 1017 occurences 47%
: 53% = 216 : 240
within imaginative
NOV 54%
= 1122 54%
= 117
COL 23%
= 474 14%
= 30
FAC 12%
= 239 16%
= 34
VER 4% = 71 12%
= 25
SON 5% = 104
3% = 7
SCR 2% = 34
1% = 3
The graph compares the distribution of the forms like já
pracoval in the outer circle
and formas like my pracovali
in the inner circle.

2nd group:
imag. vs. inform. 67%
: 33% = 1654 : 780 occurences 42%
: 58% = 121 : 166
within imaginative
NOV 57% = 944 59%
= 71
COL 24% = 397 18%
= 22
FAC 10% = 177 9% = 11
VER 4% =
58 8% = 9
SON 3,5% = 51 4% = 5
SCR 2% =
27 2% = 3
The graph compares the distribution of the forms like já se
ptal in the outer circle and
formas like my se ptali in
the inner circle.

3rd
group:
imag. vs. inform. 68%
: 32% = 845 : 385 occurences 49%
: 51% = 70 : 74
within imaginative
NOV 58%
= 487 54%
= 38
COL 21%
= 171 16%
= 11
FAC 10%
= 85 17%
= 12
VER 4% = 37 10%
= 7
SON 4% = 39
3% = 2
SCR 3% = 26
0% = 0
The graph compares the distribution of the forms like já se
ho ptal in the outer circle
and formas like my se ho ptali in the inner circle.

4th group:
imag. vs. inform. 57%
: 43% = 349 : 262 occurences 49%
: 51% = 41 : 43
within imaginative
NOV 64%
= 226 54%
= 22
COL 18%
= 64 12%
= 5
FAC 12%
= 41 12%
= 5
VER 3% = 12 12%
= 5
SON 2% = 10 8% = 3
SCR 1% = 6 2% = 1
The graph compares the distribution of the forms like já se
ho minule ptal in the outer
circle and formas like my se ho minule ptali in the inner circle.

The fifth group is very large as it is still the
centre of the Czech grammar, i. e. past participle + auxiliary verb:
singular 88
324 occurences, imag. vs. inform. 55 124 : 33 200, i. e. 62% : 38%
plural 38
429 occurences, imag. vs. inform. 11 647 : 26 782, i. e. 30% : 70%
It appears that the form „já + past
participle“ is used – in comparison with the form „my + past
participle“ much more freqently in storie while less frequently in
poetry.
The following two graphs show the distribution of the
forms „pronoun já/my + past participle“ in each group
a)
in %
b)
in number of
occurences
Each group has its range of most frequent Czech verbs.
Some of the verbs (translated into English) are common for more groups –
„to be, to have, to want, to start, can, must“. Other verbs are
given in the Table 1 (see Appendix):
III.
Morphological representation
The groups 2-4 have also specific combinations of word forms (parts of
speech) inserted between the personal pronoun and the past participle:
|
|
JÁ |
MY |
|
2nd group |
adverb |
pronoun |
|
|
pronoun |
adverb |
|
|
particle |
particle |
|
|
conjunction |
conjunction |
|
3rd group |
pronoun-adverb |
pronoun-adverb |
|
|
adverb-adverb |
preposition-pronoun |
|
|
preposition-pronoun |
adverb-adverb |
|
4th group |
preposition-pronoun-noun |
pronoun-preposition-noun |
|
|
pronoun-preposition-pronoun |
pronoun-preposition-pronoun |
|
|
pronoun-adverb-adverb |
|
The analytical verbal forms with pronouns are very
close to those forms used in English, cf. Czech já
myslel
(instead
of „myslel jsem“)
English I
thought
Therefore a short investigation concerning the percentage of occurences
from the literature translated from English was done: in the 3rd
group it is 14% for the pronoun „já“ anad 9,5% for the
pronoun „my“.
It is obvious that Czech and English become closer not only on the
lexical but also on the grammatical level.
Literature:
F. Čermák: Czech National Corpus: A Case in Many Contexts,
International
Journal of Corpus
Linguistics Vol. 2, 1997, 181-197
J. Kocek- M. Kopřivová – V. Schmiedtová, V.:
The Czech National Corpus.
Proceedings of the 9th EURALEX International Congress, Heid U., Evert
S.,
Lehmann E., Rohrer Ch. (eds.), Stuttgart 2000, 127 - 132
R. Blatná: The proliferation of the English -ing in the Czech
Vocabulary.
In: Heid, U. - Evert, S. - Lehmann, E. - Rohrer, Ch., eds.:
Proceedings of the Ninth EURALEX International Congress, Volume II,
Universität Stuttgart 2000, 731-737
Appendix – Table 1
|
|
JÁ |
MY |
|
1st group |
to know |
to go |
|
|
to think |
to sit |
|
|
to see |
to stand |
|
|
to go |
to stay |
|
|
to say |
|
|
|
to stand |
|
|
|
to feel |
|
|
|
intellectual
activity |
body position
and motion |
|
2nd group |
to know |
to know |
|
|
to see |
to get |
|
|
to consider |
to wait |
|
|
to say |
to need |
|
|
to try |
to go |
|
|
|
to think |
|
|
intellectual
activity |
intellectual
activity and obtaining sth |
|
3rd group |
to think |
to say |
|
|
to ask |
to get |
|
|
to get |
to know |
|
|
to know |
to try |
|
|
to say |
to feel |
|
|
to remember |
to prepare |
|
|
|
to answer |
|
|
intellectual
activity (getting information) |
speech and
preparation |
|
4th group |
to think |
to get |
|
|
to believe |
to love |
|
|
to say |
to see |
|
|
to try |
to hope |
|
|
to attempt |
|
|
|
to forget |
|
|
|
to suspect |
|
|
|
intellectual
activity and feelings |
esp.feelings |
|
5th group |
to say |
to go |
|
|
to see |
to get |
|
|
to know |
to play |
|
|
to go |
to start |
|
|
to ask |
to know |
|
|
to hear |
|
|
|
to get |
|