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This article addresses the acquisition of adverbs in a Czech monolingual boy from speech onset until age 6. This study is based on an analysis of authentic material: a corpus of transcriptions of audio recordings of the child in verbal interaction with adults, and diary records. The acquisition sequence and adverbial type frequency were analysed. The boy acquired adverbs of place first; although direction was acquired before location, location became more frequent. Adverbs relating to time were developed second, and location in time and repetition were the most frequent temporal aspects. Adverbs of degree followed; adverbs related to high degree were more frequently expressed than adverbs related to low degree. Adverbs of manner appeared last, in which adverbs related to a broader evaluative sense prevailed. Adverbs related to cause were manifested mostly by the interrogative proč / why. Interrelation between the acquisition of nominal and verbal categories was found: when the child acquired the category of nominal case and was able to use the construction of preposition + noun, the percentage of adverbs of place decreased. When he acquired the verbal aspect, the percentage of adverbs related to time decreased. [ABSTRACT FROM AUTHOR]

In this article, the longitudinal development of directives in first-language acquisition is described, and examples of the development of directive speech acts in one Czech child from the ages of 2.8 to 4.1 are included. The results show that the child acquires communicative strategies gradually and that he usually prefers one concrete strategy initially, which is later replaced by a new strategy corresponding with the acquisition of morphological categories. The child's grammatical development is divided into two stages: the stage of protomorphology, when the child acquires basic morphological categories, and the stage of morphology proper / modular morphology, when the child uses a variety of grammatical means. In the stage of morphology proper, pragmatic factors become more influential as the child is no longer limited by a lack of grammatical competence. [ABSTRACT FROM AUTHOR]

The article describes the ways that students of the Faculty of Education, Charles University, Prague, define politeness. The data were obtained from 182 respondents. The definitions are compared to those presented by linguists and researchers in the area of linguistic politeness. The data are also quantified. [ABSTRACT FROM AUTHOR]