The spatial dimension in the teaching of Czech for foreigners (particularly in prepositional phrases with the locative meaning ADV Loc)

The spa ial dimension in he eaching o Czech o o eigne s (pa icula ly in p eposi ional ph ases wi h he loca i e meaning ADV Loc)1 milan H dlička ABSTRACT: Spa ial ela ions a e an impo an elemen o communica ion. They a e exp essed using p eposi- ional (Jeli podél řeky. ‘They d o e alongside he i e .’) as well as nonp eposi ional ph ases (P ošli hlubokým lesem. ‘They c ossed adeep o es .’), loca i e ad e bs (Všichni sešli dolů. ‘They all came downs ai s.’) and subo dina e clauses (Došli až am, kde ces a končila. ‘They a i ed o he place whe e he pa h ended.’). ADV Loc ph ases assume seconda y meaning in communica ion (Je úplně na dně. ‘He has hi bo om.’— he is in ac i ical si ua ion). O iginally, local ela ions played a undamen al ole in he o ma ion o o he meanings: he meanings o pu pose, e ec , and cause e ol ed in he dynamic componen while he meanings o condi ion, aspec , manne , e c. de eloped in he s a ic componen . Local ela ions ecei e due a en ion in he Common Eu opean F amewo k o Re e ence o Languages as well as in he e e ence le el desc ip ions o Czech (A1–B1). The same applies o se- lec ed ex books o Czech o o eigne s. The e is, howe e , oom o imp o emen which could be achie ed by: a) applying he onomasiological app oach (g ouping p eposi ions based on seman ic uni s) ins ead o he semasiological one; he obs acle o his is he ho izon al desc ip ion o Czech declension (as ep-by-s ep p esen a ion o g amma ical cases a he han en i e pa adigms), b) ak- ing ad an age o he knowledge o he use o p ima y p eposi ions (linguo-didac ic ins uc ions) and c) aking ad an age o o he aspec s, e.g. he p esen a ion o he p eposi ion na ‘ o ’ as ap epo- si ion o pu pose and no place (Jde na oběd. ‘He is going o lunch.’— no “whe e”, bu “why”); pay- ing mo e a en ion o di e ences (zB na s. od B na ‘ om B no’ s. ‘ om a ound B no’); synonymy (podle/podél řeky ‘along/alongside he i e ’); and he compe i ion be ween p eposi ions (za mlhy / mlze = ‘du ing he og / in he og’). KLÍČOVÁ SLOVA / KEY WORDS: češ ina p o cizince, ling odidak ická ins ukce, p os o o á dimenze, předložka, séman ický celek Czech o o eigne s, linguodidac ic ins uc ion, spa ial dimension, p eposi ion, seman ic uni 1 INTRODUCTION 1.1 ON THE OLE OF THE LOcAL DImENSION IN LANGUAGE cOmmUNIcATION Exp essing spa ial meanings and local ela ions in he b oad sense na u ally ep e- sen s a e y impo an aspec o language communica ion, and a guably he mos impo an one ( oge he wi h o he undamen al ela ions, such as empo al, causal, 1 This pape was suppo ed om he Cha les Uni e si y p ojec P og es Q10, Jazyk p oměnách času, mís a, kul u y [Language ac oss Time, Space and Cul u e]. OPEN ACCESS mILAN H DLIčKA 113 inal, quan i a i e, e c.). This is alogical consequence o he p ominen posi ion he spa ial (o spa io- empo al) dimension holds in he li es o indi iduals and he en- i e language communi y. The abili y o p o ide asuccinc , adequa e desc ip ion o his dimension in aclea and unde s andable o m is he e o e one o he key aspec s o linguodidac ics in gene al, including he eaching o Czech as a o eign language. The ways o exp essing spa ial meanings and ela ions in Czech, jus like in all o he languages, a e qui e a ied. These include: a) a ious p eposi ional ph ases wi h he loca i e meaning ADV Loc (Jeli podél řeky.), which ha e he mos de ailed s uc u e o all he p eposi ional ela ions, he mos ho ough sys em and he mos equen dis ibu ion (highligh ing hei special posi ion); b) non-p eposi ional con- s uc ions (P ošli hlubokým lesem.); c) loca i e ad e bs (Všichni sešli dolů.); and, las bu no leas , d) compound sen ences (Došli až am, kde ces a končila.). In e ms o he loca i e dimension, i is in e es ing o no e ha some ph ases wi h p ima ily spa ial meanings can also gain o he , seconda y meanings in communica- ion: compa e Je úplně na dně. (in a e y di icul , c i ical si ua ion, “down”); Je na koni. (in asecu e, dominan posi ion, con iden , “up”), e c. Spa ial ela ionships we e ab- solu ely c ucial in he de elopmen o many o he (pa icula ly ad e bial) meanings (see K oupo á, 1985; Bla ná, 2006). Fo mula ing asuccinc , adequa e and unde s andable encapsula ion and exp es- sion o he spa ial dimension is asigni ican challenge o na i e speake s o o he languages (pa icula ly i hey a e genealogically and ypologically dis an ) and he e o e an impo an ask when eaching Czech as a o eign language. 1.2 ST UcTU E OF THIS PAPE AND ITS ObJEcTIVES This pape will discuss he ollowing in e linked and closely ela ed aspec s o hese opics: 1) The ole o he spa ial dimension (and speci ically one selec ed componen , namely p eposi ional ph ases wi h aloca i e meaning, ADV Loc) in Czech g am- ma and i s ole in exp essing o he meanings. This pa will also highligh some p oblema ic a eas in he use o hese p eposi ional ph ases in con empo a y lan- guage which may be use ul o eaching p ac ice (see Sec ion 2). 2) The concep ualisa ion and linguodidac ic p esen a ion o loca i e ela ions in he Common Eu opean F amewo k o Re e ence o Languages (he eina e he CEFRL) and he e e ence le el desc ip ions o Czech as a o eign language (A1–B1) ha a e used (o should be used) as suppo and ame hodological guide- line o au ho s o eaching ma e ials (see Sec ion 3). 3) An explo a o y p obe o selec ed eaching ma e ials o Czech o o eigne s (again a he analogical le els o communica ional compe ence o speake s o o he lan- guages) wi h a ocus on he linguodidac ic concep ualisa ion o loca i e meanings and ela ions (see Sec ion 4). 4) The linguodidac ic exp ession o spa ial ela ions, whe e he p ima y ocus will be on he segmen in which he concep ualisa ion and language exp ession a e pa - icula ly ele an , i.e. selec ed ad e bial ph ases wi h loca i e meaning. The aim OPEN ACCESS 114 STUDIE ZAPLIKOVANÉ LINGVISTIKY  will be o de e mine o wha ex en and in wha ways he concep o he co e- sponding pa s o a ious eaching ma e ials con ibu e o he desi ed mas e y o Czech as a a ge language ( om he pe spec i e o he communica ion me hod), pa icula ly o speake s whose i s language is no Indo-Eu opean. The pape will also, and his is i s main objec i e, y o ou line he sho comings in he cu - en “ ex book” concep ualisa ion o he loca i e dimension, unde u ilised oppo - uni ies and p oblema ic aspec s (see Sec ion 5). 2 PREPOSITIONAL PHRASES (PARTICULARLY WITH THE ADV LOC MEANING) FROM THE LINGUODIDACTIC PERSPECTIVE Conce ning he use o p eposi ional ph ases wi h he loca i e meaning in speech, we should i s no e some o he ele an momen s when we need o pay special a en- ion o he desc ip ion and linguodidac ic p esen a ion o Czech o speake s o o he languages (na u ally, espec ing hei communica ion compe ences in Czech). Fi s , he e a e he a he complex and no always espec ed ules o hei dis- ibu ion in speech, and second, he conside able a ia ions in eal use by he na- i e speake s o Czech. A esea ch p obe among s uden s o Czech S udies shows ha in he loca i e dynamic di ec ional meaning (mo emen somewhe e) in con- nec ion wi h he lexemes An a k ida ‘An a c ica’ and poušť ‘dese ’, he p eposi ion na+Acc is used mo e o en (na An a k idu was men ioned 17 imes, na poušť 18 imes) han he al e na i e do+Gen (do An a k idy was used 10 imes, do pouš ě 9 imes). Su - p isingly, he a ious combina ions a e no equally ep esen ed: nine esponden s used na+Acc in bo h cases (i.e. jedu na An a k idu, na poušť) and only one used do+Gen wice (i.e. jedu do An a k idy, do pouš ě). Eigh esponden s p e e ed he combina ion na+Acc— do+Gen (jedu na An a k idu, do pouš ě) and nine chose he e e se combina- ion, do+Gen— na+Acc (jedu do An a k idy, na poušť); o mo e de ails, see H dlička (2019). The dominance o he p eposi ion na+Acc can be explained by i s expansi e cha - ac e and he ac ha he s uden s p obably pe cei ed An a c ica as an island a he han acon inen (in which case he do+Gen p eposi ion would be used— e.g. do Asie, do E opy, e c.). In he case o he lexeme poušť, he ela i e posi ion (dis ance) o he speake om he place i sel may play a ole. I he dese is seen as a emo e des- ina ion a he end o ajou ney, i usually combines wi h he p eposi ion na; i he speake s ands on he edge o he dese , he p eposi ion do may be used o indica e pene a ing in o he dese , deep inside i s in e io (c . he analogous O íkendu si pojedeme zalyžo a na ho y. × Expedice y azila na několikadenní ú u do ho .), see also H dlička (2000). One o he s onges ends in he use o p eposi ions in con empo a y Czech is he s eadily g owing dis ibu ion o he p eposi ion na (Čecho á, 1981). This p epo- si ion o en sys ema ically eplaces o he p eposi ions: c . he now common jde na pokoj, na ho el, na uby o nu, na ecepci, na á nici, e c. E en ea lie (Daneš, 1964), some linguis s ha e poin ed ou ha in he case o objec s in which we do no di - e en ia e be ween he su ace and he inside (o do no need o), he na+Acc o OPEN ACCESS mILAN H DLIčKA 115 na+Loc p eposi ions we e s a ing o domina e (H dlička, 2000). Today he p epo- si ion na also appea s in o he con ex s, c . Mám na ás do az. (no k ám), Klíč ám ydám jen na podpis. (no p o i podpisu), Blížíme se na s anici. (no ke s anici), Doma na o nemáme mís o. (no p o o), Ten mladý ú očník je silný na puku. (no při hře / e hře spukem), e c. In e ms o loca i e meanings, mo e ad anced s uden s o Czech may ind i in- e es ing o conside he ole played by cus oma y usage pa e ns (c . jedu na Kladno, na Mělník, na Dobříš, commonly used in Cen al Bohemia ins ead o do+Gen) o some special cases bo de ing on language poli ics. Qui e ecen ly, o icials o he young Uk ainian Republic eques ed language use s o e lec on he change in s a us o he e i o y by using jede do Uk ajiny, žije Uk ajině ins ead o he adi ional jede na Uk ajinu, žije na Uk ajině. In con empo a y Czech, he p eposi ion na+Acc (mo e- men owa ds) and na+Loc (posi ion) is used wi h e i o ies ha do no ha e aclea adminis a i e bounda y and a e somewha ague; c . jede na Břecla sko, na Hanou, na Vysočinu, na Flo idu compa ed o jede do ok esu Břecla ,2 do Olomouckého k aje, do K aje Vysočina, do s á u Flo ida (c . in below). The use o he p eposi ion na in he cases o Mo a a, Slo ensko and Uk ajina may e lec he ac ha hese lands we e pa o la ge s a es in which hei exac bound- a ies we e somewha imp ecise. To emphasise hei poli ical (adminis a i e) delin- ea ion, speake s sys ema ically use do+Gen ( +Loc): jedu na (jižní) Mo a u, jsem na (jižní) Mo a ě × jedu do Jihomo a ského k aje, jsem Jihomo a ském k aji; jede na Slo en- sko, je na Slo ensku × jede do Slo enské epubliky, je e Slo enské epublice (see H dlička, 2000, 2015, 2019). 3 THE LOCATIVE DIMENSION IN THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES AND IN REFERENCE LEVEL DESCRIPTIONS OF CZECH AS A FOREIGN LANGUAGE (LEVELS A1–B1) 3.1 cOmmUNIcATION APP OAcH TO LANGUAGE TEAcHING IN THE cEF L AND THE OLE OF SPAcE DImENSION HE EIN I is gene ally acknowledged ha he p ocess o lea ning a o eign (second) language, ei he h ough eaching o acquisi ion, de elops o e abackg ound o p e iously in e nalised language knowledge, no only o he i s language, bu possibly also o o he language codes as well (c . he issues o posi i e ans e and plu ilingual- ism, CEFRL, 2002, p.4 e seq.). Na i e speake s o o he languages, pa icula ly hose ha a e ypologically and genealogically emo e (such as he agglu ina i e Ko ean o polysyn he ic Chinese), lea ning ahighly in lec ed language such as Czech may be g appling wi h se e e sys emic di e ences and conside able issues wi h in e - e ence. Besides s uc u al peculia i ies, hese may be also caused by po en ial (and 2 As aconsequence o he a o emen ioned expansion o he p eposi ion na, howe e , na i e speake s commonly use jede na ok es Břecla e en oday. OPEN ACCESS 116 STUDIE ZAPLIKOVANÉ LINGVISTIKY  some imes s ong) di e ences in he language concep ualisa ion o objec i e eali y (“s a e o he wo ld”).3 The CEFRL (ibid., p.13 e seq.) conside s language eaching in i s socio-cul u al con ex and app oaches i om as ongly communica i e pe spec i e wi h awa e- ness o ab oad spec um o ac o s. I uses he e m communica i e language com- pe ence4 (see p.101 e seq.), which consis s o a) alinguis ic componen (including lexical, phonological and g amma ical knowledge and skills, and o he dimensions o language unde s ood as asys em), b) asocio-linguis ic componen ( ela ed o he sociocul u al con ex s o language use, including e ique e, e c.) and c) ap agma ic componen which e e s o he unc ional use o language means ( ealisa ion o speech, cohe ence and cohesion, di e en ia ing be ween ex s o a ious ypes and o ms, e c.). The CEFRL emphasises an ac i e and p agma ically o ien ed p ocess o language acquisi ion (i.e. lea ning alanguage, no lea ning abou alanguage) and unde s ands languages as ools o social communica ion and in e ac ion. “The app oach adop ed he e, gene ally speaking, is an ac ion-o ien ed one in so a as i iews use s and lea ne s o alanguage p ima ily as ‘social agen s’, i.e. membe s o socie y who ha e asks (no exclusi ely language- ela ed) o accomplish in agi en se o ci cum- s ances.” (ibid., p.9). The concep o eg ounds he need o ob ain communica i e language compe ences “which empowe ape son o ac using speci ically linguis ic means” (ibid.). The CEFRL can be conside ed an app op ia e s a ing poin and use ul suppo o he mode n eaching, lea ning and es ing o o eign languages. Pa icula ly ele an o he pu poses o his a icle a e he discussions o he loca i e dimension in he sec ions Domains (ibid., p.45 e seq.)5 and Communica ion Themes (ibid., p.51 e seq.)6. In ou opinion, he CEFRL emphasises he impo ance o he spa ial dimension o an adequa e deg ee. 3 To gi e asimple example, Czechs would say ha some hing is “on” apic u e (Na o og a ii je dům.), whe eas he English would say ha i is “in” he pic u e (In he pic u e he e is ahouse.). 4 The Czech ansla ion o he CEFRL (2002) is a he inconsis en , equen ly in e chang- ing he e ms komunikační and komunika i ní, jazyko ý and řečo ý; ins ead o jazyko é unkce, i would be ad isable o use komunikační unkce ýpo ědi. 5 The CEFRL (2002, p.45) conside s ou dimensions: pe sonal, public, occupa ional and educa ional. A able i led “Ex e nal Con ex o Use” (p.50 e seq.) speci ies hem in mo e de ail. 6 The e a e ou een basic hemes and mos o hem s ongly in ol e he spa ial dimen- sion— see heme 2 (House and Home, En i onmen ), heme 3 (Daily Li e), heme 4 (F ee Time, En e ainmen ), heme 5 (T a el), heme 12 (Places). OPEN ACCESS mILAN H DLIčKA 117 3.2 ON THE INcLUSION OF THE SPATIAL DImENSION IN SELEcTED DESc IPTIONS OF THE A1–b1 LEVELS OF cZEcH AS AFO EIGN LANGUAGE Desc ibing he le els o he indi idual na ional languages o he Eu opean Union membe s a es also plays an impo an ole in con empo a y o eign language each- ing and he es ing o he communica ion compe ences o speake s o o he lan- guages. The essen ially ag amma ical e e ence le el desc ip ion o A1 Czech (Hádko á e al., 2005) pays amos ly adequa e amoun o a en ion o he loca i e dimension, in pa icula he s a ic meaning (Kde?), he dynamic di ec ional meaning (Kam?) and, unde s andably less so, o he o he pa ame e s (Odkud?, Kudy?). Loca i e meanings a e discussed (albei non-sys ema ically and in places o e ly ambi iously) in he sec- ion on Gene al Te ms (p.128–129) which include “posi ion” ( hough he inclusion o e ms such as na ýchodě, na západ od e c. can be p oblema ic), “ ela i e posi ion” (dole, na začá ku, e c.), “dis ance” (blízko, daleko) and “mo emen o an objec ” as well as hei speci ic encoding in language (see p.138 e seq.). The loca i e dimension is also men ioned on p.66 e seq. (Lis o Ph ases P e- sen ed wi hou G amma ), bu only qui e b ie ly: “Pojď / Pojď e dál., Jsem ady., Není ady., Odkud jsi / js e?, Kde bydlíš / bydlí e?, Kde ses / js e se na odil / na odila?, Kde p acuješ / p acuje e?”; in o de o ensu e he success o o eign speake s in communica ion, his lis should bea ex ending. Mo eo e , i is discussed on. p.226 (Looking o aPlace, Finding aWay): “Kde je ady supe ma ke , p osím?, Jak / Kudy se dos anu na nád aží?, Jeď e pořád o ně., Pojede e dole a., Jdě e na náměs í., Půjde e dop a a., Léká na je am., Poš a je ady nale o.”) and on p.248 e seq. (Cases and P eposi ions)7 and p.257 (Ad e bs) as pa o he g amma ical p ime . Asomewha mo e de ailed discussion (unde s andably and desi ably so) o spa- ial ela ionships is p o ided in he desc ip ion o le el A2 (Čadská e al., 2005), pa - icula ly in he sec ion Va ious Fo ms o Exp essing Exis ence in Space (p.50 e seq.), which is conside ed su icien .8 Pa icula ly no able is he lis ing o “di ec ional p e- ixes wi h e bs o mo ion” wi h ega d o p eposi ions (p.53), which is a om com- monplace (Hi scho á, 1977); c . e.g. y- “1. Au o yjelo en zga áže. Ne ychází zpokoje., 2.Vý ah yjel naho u do pá ého pa a.” (c . also below). Spa ial ela ionships a e also men ioned on p.20 (ques ions wi h ad e bs kde, kam, odkud, kudy), on p.80 e seq. (Speci ic Te ms), p.208 (spa ial ad e bs) and p.210 e seq. (an o e iew o p eposi ions wi h cases). In his con ex , i should be a leas men ioned ha he e is adeba able in e p e a ion o he meaning o ph ases such as na Vánoce (p.212), which a e he e conside ed as empo al (e.g. přijel na Vánoce, 7 P.249 e oneously ma ches he p eposi ion po wi h he ins umen al case and illogical- ly igno es he loca i e p eposi ion za+Ins , e en hough all he o he s a e included (mezi, nad, pod, před, s/se). 8 The e a e howe e many hings o c i icise as well: e.g. p.50 (loca ion somewhe e) only men ions p eposi ions +Loc, na+Loc au+Gen and no o he s (nad, pod, za, před, mezi aj.), di e ences o he ype z/od P ahy a e no add essed a all, e c. OPEN ACCESS 118 STUDIE ZAPLIKOVANÉ LINGVISTIKY  na íkend— when?) and no as pu pose-o ien ed. This is, howe e , amo e gene al is- sue: Přijel oVánocích.— when? (= when i was Ch is mas) and Přijel na Vánoce.— why? (= o celeb a e Ch is mas). In ou opinion, he e e ence desc ip ion o le el B1 (Šá a e al., 2001) ep esen s asigni ican imp o emen in quali y (e en i i some imes places excessi e demands on he communica ion compe ences o anon-na i e speake ) and can be conside ed exempla y. Spa ial ela ionships a e desc ibed e y compe en ly, exhaus i ely, me- iculously and in g ea de ail (see p.85 e seq., 308, 311 and elsewhe e). Apa om he a o emen ioned issue o a guably making unduly high demands on B1 s uden s, he e a e no majo c i icisms. The emphasis on he coope a ion o p e ixes and p epo- si ions in he exp ession o mo emen and local ela ions (p.326 and elsewhe e) is commendable. In conclusion, he examined e e ence le el desc ip ions o Czech as a o eign language ul il hei ole in hei concep ualisa ion o local ela ions. They can se e as agood s a ing poin o u he elabo a ion in ex books. The e e ence le el de- sc ip ions o Czech as a o eign language, howe e , which is apoin wo h empha- sising, se e mainly as asumma y o he equi ed skills and knowledge. Speci ic linguodidac ic implemen a ion always depends on ca e ul selec ion and he compe- ences and quali ies o he w i e s o eaching ma e ials. 4 THE SPATIAL DIMENSION IN TEXTBOOKS OF CZECH FOR FOREIGNERS 4.1 THE cONcEPTUALISATION OF ADV LOc P EPOSITIONAL PH ASES IN OLDE TEXTbOOKS P o iding an ou line o how loca i e ela ions exp essed by p eposi ions9 a e con- cep ualised in ex books o Czech o o eigne s is a om easy; in many cases, he indi idual app oaches a e li e ally incompa able. Teaching ma e ials o Czech as a o eign language o en di e in key pa ame e s— in he scope o con en 10 and i s s uc u e (di e en o de o cases, e c.), a ge audience ( a ying le els o commu- nica ion compe ence in Czech, e c.), me hod (induc ion o deduc ion) and aining (acogni i e app oach o d ill), use o an in e media y language (ex en and me hod), e c. The e is li le poin in going in o speci ics; he aim o his pape is o obse e el- 9 Besides g amma , ano he in e es ing aspec o ex books is how much a en ion hey pay o he indi idual ci ies and egions o he Czech Republic. While P ague emains domi- nan , i s nea -monopoly is on he decline and o he egions and ci ies a e gaining p omi- nence (UNESCO si es— e.g. Český K umlo , Ku ná Ho a, Olomouc, B no, e c.). 10 Besides ex books which a e expec ed o be exhaus ed o e se e al weeks (e.g. Bischo o- á, 2015a, 2015b) o mon hs (Š indl, 2008 and o he s), he e a e also ex ensi e se ies o books ha ake yea s o mas e . These se ies p o ide an excellen oppo uni y o his e- sea ch (Adamo ičo á e al., 2009, 2010, 2014; Boccou Kes řánko á e al., 2013, 2016, 2017; C ejno á, 2008, 2011, 2012, 2017). OPEN ACCESS mILAN H DLIčKA 119 e an endencies. In addi ion o an analysis o a ious ex books, his sec ion will also be based on p e iously gained knowledge and yea s o expe ience. In an ea lie pape (H dlička, 2000), i has been no ed ha hese ex books pub- lished in 1980s and 1990s gene ally pay li le and a guably insu icien a en ion o p eposi ions, pa icula ly hose ha call hemsel es communica ion o ien ed. They o en unde s and p eposi ions as ala gely pe iphe al language phenomenon; hei sys em is ei he no desc ibed a all o desc ibed a oo b ie ly. The key p oblem wi h his app oach is he p edominan ly (and some imes ex- clusi ely) o malis ic iew— p eposi ions a e only discussed oge he wi h hei co esponding cases wi hou asu icien (o indeed any) explana ion o hei wide sys em. This means ha o eigne s e.g. lea n ha he p eposi ion do is ollowed by anoun o adjec i e in he geni i e case, bu a e augh li le abou he con ex o i s use o when ano he p eposi ion would be abe e i . Ano he signi ican sho coming o his o malis ic app oach is he lack o any commen a y, explana ion o ins uc ions on how o use p eposi ions in speech. In some cases, his absence is somewha success ully add essed wi h lis s o ypical examples o he use o aspeci ic p eposi ion, bu his is o en inadequa e. The a e o success o ailu e in mas e ing he dis ibu ion o Czech p eposi ions he e o e mainly es s in he hands o he eache o he linguis ic sensibili ies and skills o he non-na i e speake . Ano he poin o con en ion is he lis ing o examples ha a e misleading, un- clea , deba able o con using. Tex books e.g. mix up he loca i e meaning wi h he exp ession o pu pose o do no di e en ia e be ween objec s exp essed by p eposi- ional ph ases and by ad e bial meanings (pu pose, cause, e c.), which can be consid- e ed undesi able. One example is he ollowing lis o p eposi ions wi h he accusa- i e case which includes Jdu na konce (poš u, přednášku)., / Dá ám klobouk na hla u., Píšu slo a na papí ., Dí ám se na dě čá ko. ( o mo e de ails, see H dlička, 2000). The e a e also nume ous undesi able simpli ica ions which should be c i icised. While some deg ee o quali ied educ ion and simpli ica ion o he p eposi ional sys- em is ad isable and necessa y o s uden s s a ing o lea n Czech, i should no be oo excessi e. Simpli ica ions ha a e no duly conside ed and a e pe o med wi h- ou c i ical hinking can easily become asou ce o misunde s anding, w ong analo- gies, e c. Fo ins ance, i is now common ha he p eposi ion za is no lis ed o he geni i e case (za álky, za p ní epubliky) and nei he a e he p eposi ions , o, po o he accusa i e case ( ěři e í ězs í, dou a e sp a edlnos ; zajíma se oli e a u u, s a- a se onemocnou ma ku; bylo am po kolena sněhu, oda dosaho ala až po ok aj). 4.2 P EPOSITIONAL PH ASES WITH THE ADV LOc mEANING IN cONTEmPO A Y TEAcHING mATE IALS Going h ough a ep esen a i e sample o con empo a y ex books o Czech o o - eigne s, one can conclude ha he si ua ion has imp o ed qui e signi ican ly in he las decades. P eposi ions a e no longe igno ed and ins ead a e ea ed wi h he ca e hey dese e ( oughly one in en wo ds in any u e ance is ap eposi ion). The si ua ion can be he e o e conside ed sa is ac o y. Some issues howe e emain, OPEN ACCESS 120 STUDIE ZAPLIKOVANÉ LINGVISTIKY  pa icula ly alack o eliable ins uc ions conce ning he dis ibu ion o p eposi- ions and p eposi ional ph ases in e ms o hei seman ics. Fo objec i e easons, his will p obably emain un esol ed o qui e some ime (see below). Va ious posi i e elemen s a e now encoun e ed a mo e o en, including illus- a ions (kniha je na s ole, e s ole, e c.), use ul ables di e en ia ing be ween he meanings o loca ion and pu pose (c . Adamo ičo á e al., 2012, p.127: “Jedu / Jdu KAM? PROČ? do B uselu na ku z; do es au ace na oběd; do klubu na konce ; do pa ku na p ocházku; na ambasádu p o ízum,” e c.) and an explana ion (wi h illus a ions) o he di e ences in mo emen exp essions be ween objec s and people (Š indl, 2008, p.124: “KAM? KDE? ODKUD?— Jdu do školy.— Jsem e škole.— Jdu ze školy. / Jdu kdok o- o i.— Jsem udok o a.— Jdu od dok o a.”) wi h explici ly o mula ed ules,11 e.g. Holá (2012, p.87): 2. The p eposi ion na exp esses mo ion on o/ owa ds asu ace (Dá ám knihu na s ůl) o o open-space locali ies (Jedu na le iš ě, na nád aží). Howe e , he p eposi- ion na is also used wi h: a) ac ions and ac i i ies (na disko éku, na konce ) and some public ins i u ions (na poš u, na ambasádu), b) islands and peninsulas (na Flo idu, na Mal u), c) excep ions (na Mo a u, na Slo ensko). Gene ally speaking, he loca i e dimension (in addi ion o he empo al dimension which is some imes conside ed mo e impo an o beginne s)12 plays an impo an ole in ex books o Czech o o eigne s. The si ua ion in a ious eaching ma e i- als is o en qui e simila . A e in oduc o y ph ases, such as Odkud jsi? Kam jdeš? Kde s uduješ? (a i s mainly o exclusi ely using he e b bý , he e o e, o en wi h he loca i e case), he con en g adually mo es on o o he spa ial meanings (Měs o / Můj pokoj / V es au aci / Vobchodě / Jedeme na ýle , e c.) which add mo e communi- ca ionally ich e bs (including e bs o mo ion) and he abili y o exp ess amuch b oade pale e o local ela ions. A i s , his means loca i e ad e bs, p eposi ional and non-p eposi ional cases, and la e also loca i e ad e bial clauses (see abo e). 5 LINGUODIDACTIC RECOMMENDATIONS Despi e he la gely sa is ac o y manne in which p eposi ional ph ases wi h he loc- a i e meaning (ADV Loc) a e concep ualised in con empo a y ex books, he e a e some sugges ions conce ning a eas ha could make he eaching mo e e icien and success ul, pa icula ly o non-Sla ic speake s. 11 While some o mula ions could be c i icised (see H dlička, 2000, 2009), many use s o hese eaching ma e ials will ind hem use ul and su icien . Compa ed o he ea lie si - ua ion, his undoub edly ep esen s p og ess in he igh di ec ion. 12 These include če a, pozí ří, čas o, b zo, pozdě, někdy, za hodinu, příš í ýden, minulý měsíc, e s ředu, eče , odpoledne, e c. Such e ms a e discussed ea ly on in connec ion wi h he linguodidac ic p esen a ion o enses, which equi es aco esponding amewo k o ime. OPEN ACCESS