MASARYK UNIVERSITY BRNO FACULTY OF EDUCATION Department of English Language and Literature
Classification of the Question: English and Czech Comparison Diploma Thesis
Brno 2011
Supervisor: Mgr. Martin Adam, Ph.D.
Written by: Helena Špiříková
Declaration Hereby I declare that I worked on this thesis on my own and used only the sources listed in the bibliography. I agree that the thesis be placed in the library of the Faculty of Education of Masaryk University in Brno and made accessible for study purposes. Prohlašuji, že jsem závěrečnou diplomovou práci vypracovala samostatně, s využitím pouze citovaných literárních pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu autorském, o právech souvisejících s právem autorským a o změně některých zákonů (autorský zákon), ve znění pozdějších předpisů.
………...…………...................... Helena Špiříková
Brno 20th April 2011 2
Acknowledgement I would like to thank Mgr. Martin Adam, Ph. D. for his extraordinary help, valuable advice and outstanding support.
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Table of Contents Introduction ........................................................................................................................ 5 1 Definition of the Question................................................................................................ 7 1.1 Form of the Question........................................................................................... 7 1.2 Function of the Question...................................................................................... 9 1.3 Comparison with the Czech Question..................................................................10 2 Yes-no Question................................................................................................................13 2.1 Form of the Yes-no Question................................................................................13 2.2 Function of the Yes-no Question..........................................................................14 2.3 Comparison with the Czech Yes-no Question......................................................17 3 Wh-question......................................................................................................................19 3.1 Form of the Wh-question......................................................................................19 3.2 Function of the Wh-question................................................................................21 3.3 Comparison with the Czech Wh-question............................................................26 4 Other Categories of the Question.....................................................................................28 4.1 Alternative Question............................................................................................28 4.2 Tag Question.........................................................................................................30 4.3 Minor Types of the Question................................................................................32 4.4 Indirect Question..................................................................................................33 5 Yes-no Questions Analysis................................................................................................37 5.1 Positive Yes-no Questions Analysis.....................................................................37 5.2 Negative Yes-no Questions Analysis....................................................................40 5.3 Analysis of Yes-no Questions with a modal verb.................................................41 5.4 Ellipted Yes-no Questions Analysis......................................................................44 5.5 Summary of Yes-no Questions Analysis..............................................................46 6 Wh-questions Analysis.....................................................................................................47 6.1 Who-questions, Whose-questions.........................................................................47 6.2 What-questions, Which-questions........................................................................50 6.3 When-questions, Where-questions........................................................................55 6.4 How-questions......................................................................................................56 6.5 Why-questions......................................................................................................58 6.6 Summary of the Wh-questions Analysis..............................................................62
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7 Tag Questions Analysis....................................................................................................64 7.1 Summary of the Tag Questions Analysis.............................................................70 8 Indirect Questions Analysis..............................................................................................71 8.1 Summary of the Indirect Questions Analysis.......................................................73 Conclusion...........................................................................................................................74 Bibliography........................................................................................................................77 Appendix.............................................................................................................................78
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Introduction The diploma thesis deals with the classification of the question into different categories based on its syntax and semantics as well as comparison with the Czech question. I have chosen this linguistic topic in order to emphasize some important phenomena that are related to the question and that are frequently marginalized by users of either the English or Czech language, who create questions rather automatically. A deep knowledge of the question and its theoretical background might be highly useful for teaching English at any level. The work also focuses on a pragmatic aspect of the question in the English as well as Czech language and analyses the differences, which is an extremely useful part of teaching English as well. The thesis is divided into two main parts, namely the first part, which deals with the theoretical background concerning the appropriate field of linguistics such as syntax, grammar, semantics or pragmatics of the question. The Czech question is discussed in the theoretical part, too. The theoretical part consists of four chapters, namely 1 to 4, which are further divided into subchapters. The first chapter deals with the definition of the question as such. It consists of three subchapters; whereas the first subchapter focuses on the form of the interrogative, how it is created and what typical features it contains, and it explains the division of the question into the main categories, which are discussed in more detail in the following chapters. The second subchapter discusses the function of the question and it mentions some pragmatic aspects of the question. It also compares the form with the function of the question and explains some linguistic terminology such as direct and indirect speech act or locutionary, perlocutionary and illocutionary act, which are important to be understood when studying the function of the question. The third subchapter studies the form of the Czech question and compares it with the English one. The second chapter studies the yesno question, which is one of two main categories of the question. In the first subchapter it describes its form and the second subchapter deals with the function of the yes-no question. It mainly focuses on the difference between the positive and negative yes-no question. The third subchapter compares the form of the Czech and English yes-no question and explains some differences. The third chapter of the thesis is concerned with the wh-question, which creates the broadest category of the question, and it is also divided into three subchapters, the first of which deals with the form of the wh-question and classifies it into subcategories according to the wh-interrogative word they employ, the functions of which are consequently discussed individually. The second subchapter discusses the most important functions of the wh6
question and explains the term presupposition. The third subchapter carries out a comparison between the Czech and English wh-question. The fourth chapter, which is the last one in the theoretical part, deals with some smaller categories of the question, such as the alternative question, the tag question, the indirect question as well as some other minor types of the question. Each category is discussed separately in individual subchapters from the aspect of its form, function and comparison with the Czech language. The practical part of the thesis analyzes questions that have been excerpted from the electronic version of the book Harry Potter and the Chamber of Secrets by J. K. Rowling. All questions have been inserted in the main corpus, corpus 5, and consequently categorized into partial corpora according to their type. Since the electronic version of the book provides both English and Czech version, all questions in the corpus are in both languages, too. Thus the analysis is concerned with the comparison of the English questions with the theoretical background as well as with their Czech counterparts. With respect to such a large number of questions in the book, only the largest categories of the question are studied in depth. The first chapter of the practical part, which is chapter 5, performs the analysis of the yes-no question. It studies their occurrence in the text and how large proportion of all questions they create. The chapter further carries out a comparison with the theoretical background and Czech translations. Corpus 1 containing the list of yes-no questions from the book serves as an attachment to this chapter. Chapter 6, provides analysis of the wh-question. The analysis is performed in the same manner as in chapter 5. All wh-questions from the text are placed in corpus 2. The following chapters 7 and 8 discuss the tag question and the indirect question, which can be found in corpora 3 and 4. Again, it pays the attention to the amount of each category in the whole list and it studies the similarity with the theoretical background and the Czech equivalents. Other categories of the question are not dealt with in the thesis as it is focused only on the largest types of the question. All examples throughout the thesis are numbered. Each part, theoretical and practical, has its own numerical series. All information in the theoretical part is supported by referencing to academic sources. The practical part examines each category of the question as a whole as well as some individual examples are taken from the corpus and studied in greater detail. All examples in the practical part are analysed without any further context from the book.
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1 Definition of the Question The first chapter of the diploma thesis explains the general definition of the question as well as describes both its form and function. Further, it depicts some differences between the English question and the Czech one. A more detailed division of questions and their definitions will be discussed in the following chapters of the thesis. 1.1 Form of the Question
Concerning the English syntax, all sentences are divided into four major groups: declaratives, interrogatives, imperatives and exclamatives. This work particularly studies interrogatives, in other words questions. When speaking about the form of the question, we use the term interrogative, which is related to sentence types while the term question refers to discourse functions. (Quirk: 803) Interrogatives can be further divided into yes-no interrogatives, wh-interrogatives and some other types of subclasses that will be described in other chapters. (Quirk: 803) There are several features that distinguish interrogatives from the other types of sentences. The first and most visible is the question mark “?”, which appears at the end of most interrogatives. The second feature of the interrogative is a different word- order, which will be discussed more in detail further. Another characteristic feature typical for the interrogative is a different intonation, which will be discussed only marginally in this work. As it was mentioned earlier, the two major classes of interrogatives are yes-no interrogatives and wh-interrogatives. Both the groups differ from the other types of sentences by a different word-order. The subject is typically preceded by an operator; and in the case of wh-interrogatives, a wh-element is positioned at the very beginning of the sentence. Thus the characteristic word order of interrogatives is: (wh-element) – operator – subject – predicate - ? (Jacobs: 257) The wh-element will be discussed in the section devoted to wh-questions. The operator can be represented by a number of various verbs depending on different aspects, such as the grammatical tense of the interrogative or the type of the verb in the corresponding declarative. First, it is advisable to mention the verb be, which itself functions as the operator in interrogatives. In that case, the interrogative is characterized only with the inversion of the verb be, which is followed by the subject and the predicate. (Jacobs: 258)
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[1]
Declarative:
Peter is at home.
Corresponding interrogative:
Is Peter at home?
The verb be is currently the only verb that uses no operator in interrogatives. Jacobs explains that “the main predicate cannot function as the operator” and “although be is the main verb, it is clearly not the main predicate.” (Jacobs: 261) It implies that all other verbs belong to the main predicate and therefore cannot function as the operator. As Jacobs further claims “the verb that is operator is always finite – it is always either a modal or a verb in the past or present tense. It is never the main predicate of its clause. When no other candidate for operator is available, do is introduced. It thus functions as a kind of emergency operator.” (Jacobs: 258) Modal verbs which function as the operator include will, would, can, could, shall, should, may, might or must (sometimes dare and need). Among other auxiliaries that appear as the operator are ranged be (progressive aspect, passive voice), have (perfect aspect) and do (present and past tense), the first two of which occur also in declaratives, nevertheless, the third appears almost exclusively in questions and negatives as a dummy (emergency) operator. (Jacobs: 266) [2]
Declaratives:
Peter will be at home. Peter must be at home. Peter has been at home. Peter works at home.
Corresponding interrogatives:
Will Peter be at home? Must Peter be at home? Has Peter been at home? Does Peter work at home?
According to Jacobs “if the verb phrase contains other verbs besides the main predicate, then the first of the verbs is recruited from the verb phrase and becomes the operator.” (Jacobs: 258). The office is being cleaned now. > Is the office being cleaned now? Also, it is the operator that is the only finite element within the verb phrase in questions and negatives. The rest of the verbs remain infinitives or past or present participles, which are non-finite.
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1.2 Function of the Question Similarly to syntactic division, Quirk suggests a division of the discourse into four major functional classes in relation to semantics; statements, questions, directives and exclamations, where statements convey information and usually match with syntactical declaratives, questions seek information and generally match with interrogatives, directives give instructions and are connected with syntactical imperatives and last, exclamations express impressions and are associated with exclamatives. (Quirk: 803, 804) Such an event, where “there is a direct relationship between a structure and a function” is called direct speech act. (Yule: 54) However, Quirk at the same time claims that “direct association between syntactic class and semantic class is the norm, but the two classes do not always match.” (Quirk: 804) Such a phenomenon, where “there is an indirect relationship between a structure and a function is called indirect speech act.” (Yule: 55) Concerning questions, not all syntactic interrogatives stand for questions that seek information and although being grammatically interrogative, a large number of them perform different functions. [3]
Would you like some water?
The sentence is syntactically interrogative, however, semantically it is a question which functions as an offer because, in fact, we are not looking for information whether someone wants a glass of water or not, but we want to provide him/her with something to drink. As Quirk suggests, questions as well as all other utterances, can further be divided into pragmatic categories according to what the utterance producer is trying to imply to. Thus, as it was mentioned above, the question may have more possible meanings that are not explicitly expressed, but still, communicated. Such unspoken meanings are called illocutionary acts and, besides locutionary acts and perlocutionary acts, are parts of various speech acts. (Quirk: 804) Quirk also argues that illocutionary acts are very often associated with particular semantic classes of sentences. “But semantic and pragmatic classes are not always directly associated, any more than semantic classes and syntactic types.” (Quirk: 805). Such sentences are the representatives of indirect speech acts as their illocutionary act differs from their semantic role. “Questions primarily have the illocutionary force of inquiries. But they are often used as directives conveying requests, offers, invitations, and advice” (Quirk: 806) as it is shown in example [4].
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[4]
Could you help me?
Semantically: question Illocutionary act: request
Why don’t you come with us?
Semantically: question Illocutionary act: invitation
What about staying home?
Semantically: question Illocutionary act: suggestion
There are a number of different devices that can be used by a speaker/writer to indicate such implications in their utterances as well as a number of different clues for a listener/reader to infer them. A very important role is played by the context, whether linguistic or nonlinguistic, in which an utterance is performed. Other devices include intonation, word order or some other grammatical structures which mark otherwise neutral utterances. Concerning the question, examples of such markers might be negative yes-no questions or the occurrence of assertive expressions in such questions. (Quirk: 805) [5]
Do you play the guitar?
Neutral question, we simply ask if he/she plays the guitar or not.
[6]
Don’t you play the guitar?
Marked question, we do not ask about the fact of playing the guitar, but we are rather surprised or annoyed about the fact of not playing the guitar.
Examples [5], [6] show how the use of a negative verb can influence the function of the question. 1.3 Comparison with the Czech Question Generally, the essential difference between Czech and English language is that the former is synthetic and the latter analytic. Czech as a synthetic language employs much more inflectional affixes, by means of which it expresses grammatical relationships much more easily than English, which is analytical, and so a certain word order should be followed or other helping words employed so that grammatical relationships are recognized and evident for the receiver. (Hladký: 5) For instance, in an English sentence, contrary to a Czech one, a direct object should never interchange the position with a subject because accusatives, as well as all other grammatical cases, have identical form with nominatives and in English, the initial word is generally considered nominative. In Czech, these are interchangeable since
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each grammatical case creates a different inflectional affix. In such cases, English rather uses a passive voice to keep the theme and rheme of the sentence. [7]
The book was written by Božena Němcová. > Tuto knihu napsala Božena Němcová.
In example [7] the word book must be positioned initially in the sentence because the form of it never changes. On the other hand, Czech knihu differs with its inflection from a nominative, so it can be placed before the verb and it is obvious that it acts as a direct object. Similarly to English, the Czech question can be defined from two essential aspects, i.e. the form and the function. While the form of the Czech question quite often differs from the English one, the function should be the same. In other words, by using various different grammatical devices, we reach the same objectives. Dušková argues that the English question differs from the other sentence types with its word order (subject operator inversion), intonation or other specific lexical devices. In case of present or past simple, a dummy operator do is introduced. The Czech question, on the other hand, has more tolerant word order and employs no operators, so the inversion takes place between the subject and the main verb. The basic intonation characteristics are common for both languages. Generally, yes-no questions have a rising tone and wh-questions a falling one. Both Czech and English question seek information and want the listener to provide it. The Czech as well as English question has three main subclasses: yes-no questions, whquestions and alternative questions. (Dušková: 311, 312) Similarly to Dušková, Grepl discusses that Czech interrogatives serve to obtain a piece of information which the speaker is missing at the moment of the utterance and needs to receive. Interrogatives are realized mainly by questions and its functional subclasses. (Grepl: 588). The subclasses of Czech questions resemble to the English ones; declaratory questions (yes-no questions) and complementary questions (wh-questions). Each subclass will be described more in detail in the corresponding chapter. Concerning the form of Czech interrogatives, one of the most crucial differences is the usage of the operator. The Czech question employs no helping verbs to be shifted in front of the subject, but conversely, it applies the inversion of the main verb and the subject, no matter which tense is used. [8]
Statement:
Maminka koupila koláče.
Question:
Koupila maminka koláče?
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Another significant difference in the Czech question is the possibility of omitting the subject, which is not acceptable in the English question. This grammatical phenomenon is applied when the subject is known from the context or when the subject is the first or second personal pronoun singular as well as plural, in cases of which we can determine the subject based on specific verb inflections. (Grepl: 608) [9]
Máš peníze?
Máte peníze?
Mám peníze?
Máme peníze?
The subjects of these questions are you, you (plural), I and we. Since the verbs have their specific inflections, all those subjects can be left out. It would be not possible to omit the subject in the case of the third person singular with no context because all three genders employ the same inflection. Obviously, when knowing the subject from the context, the thirdperson subject can be dropped as well. Thus, the form of the question is the only aspect, which makes the most significant difference between the Czech and English question. The function and intonation more or less correspond in both languages. Also, the subclasses of the Czech question are equivalent to their English counterparts.
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2 Yes-no Question The second chapter of the diploma thesis focuses on yes-no questions, which create a large subcategory of the question. Since the most probable answer to this type of questions is yes or no, we indicate them with the term yes-no questions. Again, the chapter deals with their form, function and consequent comparison with Czech questions of the same category. 2.1 Form of the Yes-no Question As it was mentioned in the previous chapter, yes-no interrogatives, like almost all types of interrogatives, employ the operator in front of the subject. In that case, the operator is at the very first position in the sentence and the typical word order is: operator – subject – predicate – ? If the question is negative, the negative particle not creates a contracted form together with the operator and is also placed at the beginning of the sentence. The form of a negative interrogative where the particle is not contracted and placed after the subject is very rare and seems dubious for most speakers: Do you not know him? Nevertheless, in ultraformal contexts, especially in British English, an uncontracted form with the particle preceding the subject can be found: Has not the letter been sent yet? In general, the construction –n’t is the most preferable form of a negative interrogative. (Jacobs: 262) In chapter 1.1 all possible operators are listed. If the main verb of the sentence is be, only the subject and the verb are inverted to create an equivalent interrogative. All other verbs use the operator to form an interrogative. The predicate, which consists of the main verb and other sentence elements, is always followed by the question mark. The only finite verb in the interrogative is the operator. One must be always aware of the fact that the whole subject is positioned after the operator, no matter how long it is. As it was stated above, the frequent answer to the yes-no interrogative is yes or no, but since it is rather impolite to give such brief replies, yes or no should be followed by the subject and operator. In short answers, the subject is always replaced by its pronoun. [10]
Is your mother going to work tomorrow?
Yes, she is. / No, she isn't.
In this short answer, yes (as a positive reply) or no (for a negative reply) is positioned at the beginning and always followed by a comma. It is succeeded by the subject your mother realized by the pronoun she and operator (almost always the same as in the interrogative) is. Of course, the full answer is another possibility besides the short version, however, rather unusual. In that case all predicate is repeated in the answer; Yes, my mother is going to work 14
tomorrow. / No, my mother isn't going to work tomorrow. (Alexandr: 252) Such answers might sound slightly ironic. Generally, yes-no questions have rising intonation. 2.2 Function of the Yes-no Question Yes-no questions primarily expect affirmation or negation as a reply 1. Therefore we sometimes give them a term polar questions. (cf. Dušková 1988) Yes-no questions are further divided into two major subclasses; positive yes-no questions and negative yes-no questions. As Quirk explains this phenomenon, the use of either a positive or a negative yes-no question makes a considerable difference in their functions. If a positive yes-no question contains nonassertive forms2, then it is generally neutral, with no bias in expectation towards a positive or negative response, and with neutral polarity (Quirk: 808) [11]
Did you go anywhere last night?
The question is completely neutral as it is positive and contains the non-assertive word anywhere. It has no bias towards a positive or negative response; it only searches the information whether he/she went anywhere last night or not. On the other hand, “questions may be conducive, i.e. they may indicate that the speaker is predisposed to the kind of answer he has wanted or expected.” (Quirk: 808) Quirk further claims that a positive question may indicate an expectation of a positive answer, for example by using assertive forms instead of the usual non-assertive ones. (Quirk: 808) [12]
Did you go somewhere last night?
By using the assertive word somewhere, the question converts from neutral to conducive (cf. Quirk 1985). It no more searches the information on someone's being somewhere last night, but contrarily, it functions as a surprise that he/she went out last night. This is an example of an interrogative with a different function than a question. The illocutionary force of the interrogative is making sure or a surprise. As Quirk further claims, “assertive forms in offers such as Would you like some cake? make the offer more polite, because of the assumption of a positive reply.” (Quirk: 808) 1 “Affirmation and negation may be conveyed by words or expressions other than yes or no, e.g.: certainly; of course; not at all; never. Yes-no questions may also be answered by replies that lie somewhere along the affirmation-negation scale, e.g.: probably; perhaps; It appears so; to some extent; occasionally; very often.” (Quirk: 806) 2 Non-assertive forms are expressions that are typical for negatives and questions, but they also appear in conditional, comparative or putative should-clauses. The examples of these items are any, anybody, at all, ever, either, much, yet. Positive statements employ assertive forms such as some, somebody, somehow, sometimes, still, too, already. (Greenbaum, Quirk: 225)
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Besides offers, assertive items are included in requests, invitations or suggestions, where we expect answer yes. The reasons for using assertive items in some yes-no interrogatives are that we expect a positive answer or want to be polite. The intonation may also change when producing a question that is conducive. Negative yes-no questions, on the other hand, are always conducive. They have different functions than neutral seeking for information. “Negative orientation is found in questions which contain a negative form of one kind or another 3.” (Quirk: 808) Quirk further explains that the negative orientation generally expresses a surprise or disbelief since perhaps the speaker had originally hoped for a positive response, but then the response appears rather negative. (Quirk: 808) Further functions of negative questions may be an exasperation, persuasion, criticism or exclamation. [13]
Haven’t you bought any potatoes?
The original expectation of the speaker was that the interrogated would buy some potatoes, but apparently he/she has not. Now, the speaker expresses disappointment or annoyance by using a negative form of the question. The speaker may also show his/her surprise at the fact that no potatoes have been bought. At all events, the question has a different function than searching information whether the potatoes have been bought or not. If the question has a negative orientation, non-assertive words are present in the sentence; Haven’t you bought any potatoes? The speaker is annoyed that no potatoes have been bought. However, if an assertive word were used in a negative question, the question would change its bias from a negative to positive one; Haven’t you bought some potatoes? The speaker knows that some potatoes have been bought, yet, he/she still expresses some disbelief or annoyance by using a negative question. “Such questions are similar in effect to tag questions, or alternatively to statements showing disbelief.” (Quirk: 809) As it was mentioned earlier, the position of the negative particle not is usually at the beginning of the question, where it fuses with the operator. In that case, we speak about enclitic negative particle. In formal English, Quirk is in harmony with Jacobs that the full negative particle can be placed after the subject and also before the subject in its full form. “This construction is especially likely in formal contexts where the subject is lengthy.” (Quirk: 809) Quirk also harmonizes with Jacobs that a usual construction of a negative 3 A sentence may be negative grammatically or only semantically by using a word with a negative meaning but not form. “We can make negative or near-negative sentences with adverbs like never, seldom, rarely, hardly ever, scarcely ever (frequency); and barely, hardly, scarcely (= only just). Sentences which include one of these words or phrases are sometimes called implied negatives.” (Alexander: 253)
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sentence is when the enclitic negative particle precedes the subject (Haven't you...?). It is rather formal when the full negative particle is placed after the subject (Have you not...?) and even rare if the subject is in the same position as the enclitic (Have not you...?). (Quirk: 809) However, Quirk further argues that if the subject includes a quantifier, it makes a difference in meaning between a question with the negative particle before the subject and one where the negative particle follows the subject. [14]
Doesn't anyone speak French?
(Surely someone speaks French.)
Does anyone not speak French?
(Is there anyone who does not speak French?)
“Although a negative subject of a statement cannot be replaced by not + non-assertive form, the same restriction does not apply to negative questions, where the subject follows the clause negator not. Two question forms therefore correspond to the single positive form No one believes me: Does no one believe me? and Doesn’t anyone believe me?” (Quirk: 810) As for replies to negative questions, Leech and Svartvik claim that “some languages answer negative questions in a different way to English. To the question Isn’t she here yet?, the answer No means She is not here, while Yes means She is here: the answer is given to the underlying meaning rather than to the negative grammatical form of the question.” (Leech, Svartvik: 128) To sum up what has been stated so far on yes-no questions, here are examples that show an outline of all the possible forms and meanings. [15]
Form: Is she here yet?
neutral question
[16]
Form: Is she already here?
question with positive bias - conducive
[17]
Form: Isn't she here yet?
question with negative bias - conducive
[18]
Form: Isn't she already here?
question with positive bias - conducive
All questions that are conducive express surprise, annoyance, disbelief etc. Only neutral questions seek information. Neutral questions are positive with non-assertive words. Thus, the first question in example [15] is neutral as it is positive and has the non-assertive word yet. The second question, even though it is positive, contains the assertive item already, which makes it conducive. The very likely function would be a surprise at an arrival that happened earlier than we had expected. The third question is negative, so it is certainly conducive, with a non-assertive word yet, which evokes negative bias. It expresses an annoyance or disbelief at her not having arrived. The fourth question is conducive with positive bias similarly to 17
the second one, however, besides a different form, the probable function is not a surprise, but an annoyance over her early arrival. As we can see from the example above, there are four combinations in the form of yes-no questions: positive + non-assertive item; positive + assertive item; negative + non-assertive item; negative + assertive item, while each of them functions differently. If a yes-no question contains a modal verb, it very often expresses a polite request (will, would, can, could, may) or a proposal (shall, should). Nevertheless, a yes-no question containing the modal will may seem ambiguous because it could function as a polite request as well as a neutral question about the future. In that case, it is more safety to use a progressive tense in a neutral question about the future and please with the request. [19]
Will you see your mother tomorrow?
The question can function as a polite request that the addressee should go and visit the mother the next day, or as a neutral question whether the addressee will go and see the mother or not. [20]
Will you be seeing your mother tomorrow?
The question is no more ambiguous as, when using the progressive tense, it clearly expresses that the speaker asks the addressee whether he/she will go to the mother’s or not. [21]
Will you see your mother tomorrow, please?
Again, it is clear that the question functions as a polite request so that the addressee visits the mother the next day. Answers to polite requests and proposals very often differ from answers to neutral questions as they do not consist of yes/no and the operator. [22]
Would you help me? ~ Sure; Of course; Certainly; I'm sorry, I can't; I'm afraid, I can't ... Shall I open the window? ~ Yes, please; No, thank you; It would be nice...
Also, the intonation can help to express the function or to indicate the emphasis in the question. 2.3 Comparison with the Czech Yes-no Question In the Czech language the term zjišťovací otázky (cf. Grepl 1995) is used for yes-no questions. Similarly to English, yes-no interrogatives expect either a positive or negative 18
response. However, Czech neutral yes-no interrogatives can have both a positive and negative form because we expect either a positive or negative answer. This is a considerable difference between the Czech and English form of yes-no interrogatives. Nevertheless, either form of the question may carry various communicational intentions and moreover, if we use only positive questions during a speech event, they signal positive bias and vice versa, negative questions have negative bias although they still remain neutral. We distinguish three main categories of what neutral yes-no questions may signal: checking imposed duties, verification of someone’s statement and urging the addressee. Some questions may also signal a hesitation and those generally contain a modal verb. Czech yes-no questions, which are not neutral, are called nepravé zjišťovací otázky and, like English conducive yes-no question, perform different functions than only searching for information. Their forms differ from English but functions correspond in both languages. Among those, we can range polite requests, refusals, objections, reproaches, surprise or annoyance. Their forms are positive as well as negative and the sentences very often contain a word typical for a particular function, i.e. particle copak for a surprise or a modal verb in a present or past form. (Grepl: 608) [23] • •
Czech
English
Nemáš hlad? / Máš hlad? Copak nemáš hlad?
Are you hungry? Aren’t you hungry?
neutral question surprise
Unlike English answers, Czech answers are not considered impolite if they contain only the word yes or no. For short answers, Czech language uses yes/no and the lexical verb from the question because this language employs no operators. If the question is negative, we use no to confirm its content and yes to deny it, even though yes is grammatically positive and no negative. In this case both languages prefer to use the operator or lexical verb (in Czech) or some further explanation with the word yes when denying a negative yes-no question. (Dušková: 312 – 316) [24]
Didn't she go to the shop yesterday? ~ No. / Yes, she did, but... Copak včera nešla do obchodu? ~ Ne. / Ano, šla, ale... Last but not least, there is a difference between Czech and English yes-no questions in
using assertive and non-assertive words, the function of which plays such an important role in the function of English yes-no questions. Czech language has no such words that would distinguish the positive and negative mode of the sentence. (Dušková: 313)
19
3 Wh-question The third chapter of the thesis deals with wh-questions, which belong to another large category of questions. “Wh-questions are so named because they contain question words that, with the exception of how, begin with wh.” (Jacobs: 269) “In contrast to yes-no questions, which ask about an entire proposition, wh-questions ask about a part of a proposition like 20
time, place, and manner.” (Jacobs: 269) As Quirk suggests, wh-questions, unlike yes-no questions, have generally falling intonation. (Quirk: 817) Similarly to previous chapters, the first part of the third chapter speaks about the form of wh-questions, the second part focuses on their functions and the third part compares them with their Czech equivalents. 3.1 Form of the Wh-question Generally, wh-interrogatives begin with a wh-element (interrogative word), which is positioned at the very beginning of the sentence (apart from some conjuncts). If the whelement consists of more than one word, the wh-word is placed first. Among wh-words we range: who, whom, whose, what, which, when, where, how, why, while whom is the objective form of who and whose is its possessive form. (Leech, Svartvik: 374) Thus, the typical word order of a wh-interrogative is: wh-element – operator – subject – predicate – ? Technically, the wh-element replaces the sentence element which the question is aimed at and moved from the original place to the initial position of the interrogative that is called whmovement. Also, similarly to yes-no questions, the operator precedes the subject. (Jacobs: 270) [25]
She went to work at eight o’clock.
>
When did she go to work • ?
However, as Leech and Svartvik explain, “if the element containing the wh-word is the subject, the verb phrase remains the same as in the corresponding statement, and no inversion or do-construction is necessary.” (Leech, Svartvik: 366) [26]
My mother works in a hospital.
>
Who works in a hospital?
If the wh-element replaces the subject, the verb almost always appears in the form of the third person singular. If a possessive pronoun connected to the subject appears in the predicate, it is replaced by the possessive their or his or her, since the gender of the subject is not known in the question. [27]
My mother likes her car.
>
Who likes their/his or her car?
According to Quirk, if the wh-word occurs within a prepositional complement, there are two possible constructions of the question, one of which is formal and the preposition precedes the complement. In the other, informal, construction the complement comes first and the preposition remains at the end of the question, in its original position: 21
• •
On what topic did you write the essay? What topic did you write the essay on?
formal neutral
As Quirk further suggests, “we may perhaps express this difference more neatly by saying that neutral style generally requires that the wh-word comes first, but formal English requires that the wh-element as a whole comes first.” (Quirk: 817) Also, we must still bear in mind that who is usually used when being positioned initially, while whom is frequently used when being preceded by a preposition. If the pronoun who asks about the direct object, which uses no preposition, both forms who and whom can be used even though no preposition is placed in front of it. (Jacobs: 270) [28]
John will bring his friend to the party. Who/whom will John bring to the party?
This example shows that whom can be used even without being preceded by a preposition. However, Quirk claims that when the preposition is syntactically bound closer to its complement than to the verb, it is generally preferred not to place it in the final position of the interrogative even in neutral style. (Quirk: 817) [29]
Peter is leaving at two o’clock. > At what time is Peter leaving? (formal) What time /When is Peter leaving? (neutral)
Quirk further argues that “the preposition since and during occur only at the beginning of the question: Since when do I have to explain my actions to you?, During which years were you living in Germany? Until is also usually placed initially, although till can be regularly deferred: Until when are you staying (until)?, When are you staying till?” (Quirk: 817) [30]
When will you bring me some money? As the example [30] demonstrates, it is typical for wh-interrogatives to contain
assertive items (some, someone, still, ever, etc.) and, unlike yes-no questions, they generally have falling intonation and the stress is carried by the wh-element. 3.2 Function of the Wh-question Wh-questions as well as wh-words themselves have a number of various functions, the most crucial of which will be dealt with in this subchapter. “Wh-questions assume (presuppose) the general proposition to be true and ask only for information about one item, that represented by the wh-word.” (Jacobs: 272) Jacobs explains the difference between wh22
questions and yes-no questions, which do not presuppose the major proposition they contain but ask whether it is true or not. (Jacobs: 272) A presupposition is another phenomenon that characterizes the wh-question. As Quirk understands this phenomenon, “a wh-question may generally be matched with a statement called its presupposition. This is a statement which, in place of the wh-element, contains an indefinite expression such as somebody.” (Quirk: 819) A presupposition is a common feature of wh-questions, yes-no questions have no such assumptions. Here are some examples of various questions and their presuppositions. [31]
Question
Presupposition
Who opened my letter?
Somebody opened my letter.
When will you be promoted?
You will be promoted sometime.
How did you mend it?
You mended it somehow.
Which books have you lent him?
You have lent him some of the books.
Quirk further explains that “a positive wh-question may generally be matched with apositive presupposition. There may, however, be no presupposition if non-assertive items are present: Who has any money? The question is conducive, having a negative orientation.” (Quirk: 820) Neutral question would be Who has some money? with a presupposition Somebody has some money. While a positive neutral wh-question generally has a positive presupposition, a negative wh-question, on the contrary, matches with a negative presupposition as it is shown in example [32]. [32]
Question
Presupposition
Why didn’t you tell me?
You didn’t tell me for some reason.
When shouldn’t I call?
I shouldn’t call at some time.
Where didn’t you clean?
You didn’t clean in some place.
Which books don’t you want?
You don’t want some of the books.
To find a particular piece of information that we need, we use wh-words, which serve as interrogative words about different sentence elements. In the previous subchapter, nine essential wh-words were mentioned (who, whom, whose, what, which, when, where, how, why), the function of which will be described individually and more in detail in this subchapter. The clause function of these interrogative words corresponds with the function of the searched element. 23
Who is a personal pronoun which asks exclusively about animate nouns or noun phrases. Since the clause functions of noun phrases are subject, direct/indirect (or prepositional) object or complement, who performs these three functions as well. “In whquestions of the SVC pattern, it is possible to distinguish between noun phrases as S and C by signals of case and concord. The potential response may also indicate the clause elements.” (Quirk: 818, 819) [33]
Who is the boss?
~
My father is the boss.
Who is the boss?
~
The boss is my father.
While in the first example who functions as the subject and so does my father in the reply, in the second example the function of who is the complement because my father in the answer operates in the function of subject complement, which follows linking verb be. Questions to the object are certainly not so ambiguous, yet, Quirk claims that many speakers use the prepositional complement as wh-element instead of indirect object, which they do not accept as wh-element: Who(m) did you show the book? x Who(m) did you show the book to? or (in formal style) To whom did you show the book? (Quirk: 818) “Some speakers, however, find the construction acceptable if there is no ambiguity as to which object is direct and which indirect. (There is ambiguity in Who did you show your daughter?).” (Quirk: 818) In other words, a noun phrase can function as an indirect object and be placed after the verb without a preposition (My brother gave my mother a book) or as a prepositional complement (object) and be placed after the direct object, which never uses a preposition, with a preposition (My brother gave a book to my mother). It is certainly safer to ask questions about the prepositional complement (object) as it is clear that the question is not aimed at the direct object, especially if both objects are animate or inanimate. Whom is the objective form of who, thus whom always asks about direct/indirect object. As it was mentioned earlier, whom is rather used in formal English as an alternative to who. Whom, like who, is a personal pronoun which asks about animate nouns or noun phrases. (Leech, Svartvik: 279) Again, it is advisable to use it with a preposition to prevent an ambiguity about which object is the question focused on. (Quirk: 818) Whose is a possessive form of the personal pronoun who, so generally, it is focused on animate items. It either (and very often) functions as a determiner of a noun phrase or as a complement (if it is used independently from a noun phrase). (Leech, Svartvik: 279) [34]
Whose house is it?
~
It is my house. 24
determiner of the phrase house
Whose is the house? ~
The house is mine.
complement to the phrase house
As a determiner, whose can ask about a noun phrase functioning as a subject, object or complement. [35]
Whose mother bakes cakes? ~
Tom’s mother bakes cakes.
subject
Whose mother do you know? ~
I know Tom’s mother.
object
Whose mother is she?
She is Tom’s mother.
complement
~
What is an interrogative word that can function as both determiner (together with a noun) and a pronoun (independently): What time is it? What is the time? In the function of a determiner, what can go with a personal or non-personal noun: what people/what books. “Who and also what have indefinite reference, i.e. the speaker has no definite group in mind: What composers do you like best?” (Leech, Svartvik: 280) Like whose, what as a determiner operates with a noun phrase that can be in the function of a subject, object or complement. [36] What flowers grow in your garden? ~
Various flowers grow in my garden. subject
What flowers do you like?
~
I like roses.
object
What flowers are they?
~
They are roses.
complement
As a pronoun it generally refers to an inanimate (non-personal) noun phrase: What do you like to read? Similarly to who, what as a pronoun can function as a subject, object or complement. All rules about using a preposition in questions, which were mentioned earlier, apply for what in the same way as for who. (Leech, Svartvik: 280) [37]
What grows in your garden? ~
Flowers grow in my garden.
subject
What do you like?
~
I like good food.
object
What is it?
~
It is a book.
complement
Which is an interrogative pronoun that, similarly to whose and what, can function either as a determiner (together with a noun) or as a pronoun (independently). In both functions which can go with and refer to animate as well as inanimate items. “The definite interrogative which indicates that the speaker is thinking of a definite group to choose from: Which composer do you prefer: Mozart or Beethoven?” (Leech, Svartvik: 280) Like whose and what, which as a determiner operates with a noun phrase that can be in the function of a subject, object or complement. Unlike whose and what, “which can be followed by an of25
phrase: Which of the films do you like best?” (Leech, Svartvik: 280) The independent function of which is a complement, subject or object. Similarly to who and what, if the question is of SVC pattern, “it is possible to distinguish between noun phrases as S and C by signals of case and concord, where these apply: Which is me? (wh-element as S) contrasts with Which am I? (wh-element as C).” (Quirk: 818) This is even more visible if the verb phrase consists of more than one verb: Which could be me? in the contrast with Which could I be? Here, it is more obvious which element is the subject and which is the complement. When is an interrogative adverb which operates in the function of adverbial as it searches information about time. [38]
When are you leaving?
~
We are leaving at two o’clock.
Here, the adverb when as well as the prepositional phrase at two o’clock functions as an adverbial of time. Where is an interrogative adverb which also operates in the function of adverbial and it searches information about a place (position as well as destination). [39]
Where is your mother?
position
Where are you going (to)?
destination
How is a wh-element that generally performs in the function of adverbial of manner: How do you go to work? ~ I go to work by car. However, as Quirk suggests, interrogative how has various senses. In How does it work? how may refer to process or effect. “How is also used as a wh-word for a complement as current attribute.” (Quirk: 819) [40]
How is your mother?
~
Fine.
evaluation of health or condition
How was the journey?
~
Great.
evaluation
Quirk further claims that “for how in the non-health evaluative sense, What ... like? is available as an informal synonym.” (Quirk: 819) How creates some other meanings by combining with other words such as how much, how many, how far, how often, how many times, etc. According to Alexander, how has some social uses, as well, such as introductions How do you do?, asking about present circumstances How is life?, offers and suggestions How about...? or invitations How would you like to...?. (Alexander: 269) Why is a wh-element that asks about a reason or purpose, and so it functions as an adverbial. The usual reply to a question beginning with why is a clause that starts with the conjunction because or in order to (so as to, to infinitive). 26
[41]
Why do you work?
~
Because I need some money.
reason
~
In order/so as/ to have some money.
purpose
“Why and what are used in informal speech as introductory words to express surprise, both with questions and with statements: Why, what did she say?” (Quirk: 819) Alexander argues that if why is followed by a negative verb phrase, it can function as a suggestion, as well as why not that is followed by a bare infinitive: I feel quite tired. ~ Then why don’t you stay home?; Why not stay home and watch TV? Why not can also introduce questions about a reason or can function as a reply to suggestions. As Alexander further claims, “why combines with modals to convey a variety of emotions such as anger: Why can’t you shut up?, irritation/complaint: Why should I do it?, failure to understand: Why should the boiling point of water be lower at the top of a mountain?” (Alexander: 267) Wh-questions that start with Why do you...? have a positive presupposition, but a negative orientation. They function as directives and cannot have a past form: Why do you make so much fuss? functioning as Don’t make so much fuss! Questions beginning with Why don’t you...? are commonly used as directives and they have a positive orientation: Why don’t you shave? functioning as You should shave. The presupposition is negative. (Quirk: 820 821) Wh-questions may be abbreviated to a wh-element only: Why? When? or a wh-element with the final prepositon or a negative particle not: What for? Who with? Why not? Moreover, wh-questions can contain more than one wh-element. In that case “if one of the wh-elements is subject, it must be initial: Who said what to whom?” (Quirk: 823)
3.3 Comparison with Czech Wh-questions The form of Czech wh-interrogatives resembles to English ones except for using the operator. We call them doplňovací otázky. Czech wh-questions, like their English equivalents, start with an interrogative word which asks for a particular piece of information such as subject, object (who – kdo, what – co, which – který), determiners (what – jaký, which – který, whose – čí) or adverbials (when – kdy, where – kde, kam, how – jak, why – proč). (Dušková: 321) 27
[42]
When do you go home? > Kdy chodíš domů? Where do you live?
Kde bydlíš?
However, there is a significant difference in the form of pronouns who and what (also as a determiner). The difference is caused by the fact that Czech language has seven grammatical cases and uses different inflections for each of them. While English has two forms of the pronoun who (subjective who, objective whom), one form of what, whose (which is actually a possessive of who) and which, Czech language uses a number of different forms. Czech distinguishes not only seven grammatical cases, but also three genders and, similarly to English, plural and singular grammatical number. Here is an example of all forms of determiner which. (Rousínová, Nekula: 297) [43] Which - který Cases
Masculine
Feminine
Neutral
Masculine
Feminine
Neutral
Nominative
singular který
singular která
singular které
plural kteří
plural které
plural která
Genitive
kterého
které
kterého
kterých
kterých
kterých
Dative
kterému
které
kterému
kterým
kterým
kterým
Accusative
kterého
kterou
které
které
které
která
Local
kterém
které
kterém
kterých
kterých
kterých
Instrumental
kterým
kterou
kterým
kterými
kterými
kterými
Vocative
Table 1, inflectional forms of který
As it is evident from the table above, determiner which has a variety of forms. Interrogative pronouns who and what do not distinguish grammatical genders, only seven grammatical cases, six of which are used in forming questions. The form of vocative is not used when making a question. Due to inflections in Czech language, it is obvious from the form of the interrogative pronoun which grammatical case is used, even without having a preposition. Using a preposition is another considerable difference between Czech and English questions. While English uses a preposition in the interrogative either initially (formal style) or postponed after the verb in its original place, the Czech question places a preposition exclusively at the beginning of the question. (Dušková: 322) [44]
Who are you waiting for?
Na koho čekáš? 28
Some phrases such as What about...? functioning as a suggestion have different form in Czech, too: What about going to the cinema? – Nepůjdem do kina?/Co kdybychom šli do kina? When (kdy) and where (kde, kam) have the same form as well as function in both languages. The only difference is in the use of where with a preposition. Similarly to interrogative pronouns, Czech kam uses no preposition. As for the expression where... from, Czech language employs the compound odkud as the equivalent, which is placed initially in the question: Where are you from? – Odkud jsi? How (jak) asks for an adverbial of manner in English as well as in Czech. (Dušková: 323) In Czech, however, How is not used as a wh-word for a complement as current attribute as it is in English: How was the book? but Jaká byla ta kniha? Similarly to What about...?, phrases containing How about...? are also formed differently in Czech: How about staying at home? – Zůstaňme doma./Nezůstaneme doma?/Co kdybysme zůstali doma. The use of why (proč) generally resembles in both languages, too. In Czech, as well as in English, why/proč asks for a reason or purpose. (Dušková: 324) Nonetheless, some differences may appear, for instance, when the interrogative expresses a surprise: Why, what did she say? – Co, co to říkala?/Cože to říkala? The forms of other functions of why-interrogatives such as directives, complaints, suggestions or irritations are similar in both languages although invitations starting Why don’t you...? are rather translated as an imperative with the function of invitation in Czech: Why don’t you sit down? – Posaďte se (prosím). (Dušková: 325)
4 Other Categories of the Question The fourth chapter of the diploma thesis focuses on some other categories of the question such as alternative questions or tag questions; the latter, in fact, create a subcategory of yes-no questions. The chapter also studies the form of indirect questions, which differs from the form of direct questions discussed throughout the thesis. 4.1 Alternative questions As Roderick claims in his book, alternative questions ask about two or more options that we choose from. The options are represented by simple clauses that are linked by
29
the conjunction or. The second clause can be reduced and therefore contain only the contrasting information. [45]
Are you writing the homework or are you writing a letter? > Are you writing the homework or a letter?
Roderick further says that the most common type of alternative question is “a maximally explicit version of a yes-no question in which the affirmative question is followed by the negative: Are you coming or aren’t you coming? > Are you coming or aren’t you? > Are you coming or not?” (Roderick: 263) As Quirk understands the problem, “converting a yesno question into an alternative question introduces tautology into the presupposition: Are you ready or aren’t you ready? [Either you are ready or you are not ready.]” and in that case the question sounds rather impatient. (Quirk: 824) Generally, the ellipted form of the second conjoin is preferred to its full form. Another type of the alternative question resembles the yes-no question and the only difference is in intonation. [46]
Shall we go by BUS or TRAIN?
~
By bus.
alternative
Shall we go by bus or TRAIN?
~
No, let’s take the car.
yes-no
While the first question offers two alternatives, whether we should go by bus or by train, and the addressee should choose one of them, the second one asks, in fact, whether we should use a means of public transport or not, so in this case it is a yes-no question and not the alternative one. “This type differs from a yes-no question only in intonation; instead of the final rising tone, it contains a separate nucleus for each alternative.” The right intonation is highly important so that the addressee is able to distinguish between the alternative and yes-no question. (Quirk: 823) The last type of the alternative question resembles a wh-question. “It is really a compound of two separate questions: a wh-question followed by an elliptical alternative question.” (Quirk: 823) [47]
Where would you like to go? To the cinema or to the theatre?
Where would you like to go? is a regular wh-question and To the cinema or to the theatre? is a reduced version of the type of alternative question mentioned above: Would you like to go to the cinema or to the theatre? 30
Czech alternative question is called otázka rozlučovací or vylučovací. (Dušková: 320) Similarly to Quirk, Dušková argues that the alternative question offers two or more alternatives to choose from. These are realized by simple inverted clauses (questions) and conjoined by or (Czech nebo), whereas each alternative has rising intonation except the last one, which has falling one. The answer to such a question is not yes or no but one of the alternatives. This type of English alternative questions resembles their Czech equivalents. If the presupposition of the speaker, that one alternative is true, is wrong and the addressee wants to deny all of them, the answer is neither (in case of the choice between two alternatives) or no/none (in case of more than two alternatives). Dušková further claims that the alternative question is sometimes considered the superior category to the yes-no question and corresponds with Roderick that the alternative question is an explicit version of the yesno question and, conversely, the yes-no question is actually the alternative question, where there the other alternative is ellipted. In such a question, the intonation of the first and only alternative is in accordance with the intonation of the yes-no question. [48]
Do you live in Brno or don't you live in Brno?
alternative question
Do you live in Brno?
yes-no question
According to Dušková, the first type of the question is the explicit version of the second type, where the alternative don't you live in Brno is omitted and the original alternative question thus converts to the yes-no question. However, Dušková admits that this relationship applies only if the question is aimed at the whole predicate, and still, the two types of the question are not absolutely identical. While the positive yes-no question is rather neutral, the alternative version of the question strictly asks about validity or non-validity of the predicate. (Dušková: 321) 4.2 Tag Questions Tag questions are, in fact, a further type of yes-no questions. A tag question is a short question appended to a statement, which consists of the operator and the pronoun. As Quirk suggests, there are several general rules for forming the most common types of tag questions. (Quirk: 810) [49]
Your mother works in Prague, doesn't she?
The tag question in example [59] represents the most typical type of the tag question and its characteristics. As it was already mentioned, it consists of the operator doesn't and the subject 31
she. Since the tag is a question, the word order is inverted and the operator precedes the subject. The operator is almost always the same operator as in the statement. If there is no operator in the statement, as it is the case of the example, the dummy operator do or did is introduced. In the negative tag, the operator is, except for formal English, attached to the particle not. In formal English the auxiliary and the particle are separated, whereas not is placed after the subject: does she not? The subject corresponds with the subject from the statement, yet, it is always replaced by its pronoun. In the example above your mother is represented by she in the tag. Generally, if the statement is positive, the tag question is negative and vice versa. The tone of the tag is either rising or falling. (Quirk: 810) As Quirk further claims, there are four main types of tag questions. While according to polarity (cf. Jacobs 1995), they are divided into negative and positive ones, according to the intonation, they are divided into tags with a falling and rising tone. (Quirk: 811) [50]
She is at home, isn't she?
negative tag; rising tone
She isn't at home, is she?
positive tag; rising tone
She is at home, isn't she?
negative tag; falling tone
She isn't at home, is she?
positive tag; falling tone
As it was stated above, the polarity of the tag depends on the polarity of the preceding statement. If the statement is positive, the tag is negative and vice versa, if the statement is negative, the tag is positive. As Jacobs suggests, the general function of tag questions is asking for confirmation of either negative or positive statement. (Jacobs: 263) Quirk explains more in detail that statements express assumptions, whereas tag questions express expectations. Thus, while tags with rising tone have neutral expectation and the speaker expects the hearer to confirm or refute the proposition of the statement, tags with falling tone expect the hearer only to confirm what has been stated in the declarative. (Quirk: 811) There is one further type of the tag question, namely a positive tag with rising tone that is appended to a positive statement. However, this type of the tag is rather unusual. [51]
She is at home, is she?
positive tag; rising tone
Such a tag, instead of asking for confirmation, functions as a sarcastic, scolding or threatening remark. (Quirk: 812, Jacobs: 263) Dušková observes on this phenomenon that a tag of the same polarity with its statement frequently follows a sentence where the speaker does not express his/her own opinion or does not agree with it. (Dušková: 320) 32
Nevertheless, there are some other irregularities, too. If the subject of the statement is first person singular I and the verb is be, the form of the question tag, which is obviously negative, is not am I not? but aren't I? because it is common that the enclitic n't is used and attached to the operator, and am cannot be fused with not. Thus, the form of such a sentence is: I am right, aren't I? Quirk further refers to some cases of transferred negation such as in I don't think it is raining, is it?, where the negative form of the verb occurs in the main clause I don't think, yet, the negation semantically applies to the that-clause, and therefore the tag is it? is positive. (Quirk: 811) As Dušková further explains, other sentences with transferred negation contain verbs such as suppose, hope, or other verbs that express the speaker's opinion. Generally, such verbs take a first person singular form. Tag questions in other complex sentences correspond with the main clause: He said that he would be at home, didn't he? (Dušková: 319) Similarly, if a word with the negative meaning such as never appears in the statement, the tag is positive because the statement as a whole is semantically negative even though the form of the verb is positive: He never goes to the theatre, does he? However, seldom or rarely has a negative meaning only when preceding the verb: He rarely does his homework, does he? but He does his homework rarely, doesn't he? (Dušková: 319) After indefinite pronouns such as everyone, anyone or nothing, as Alexander suggests, third person plural pronoun they is used in the tag instead: Anyone can visit them, can't they? When this, that or indefinite nothing, something, etc. functions as a subject in the statement, then it is generally replaced by it in the corresponding tag: This is his car, isn't it? (Alexander: 257) Quirk speaks about the form of tag questions attached to imperatives. The most usual type is the tag with the operator will/won't and the pronoun you for second person imperatives, and shall we for first person plural imperatives: Go to the shop, will you?, Let's go to the shop, shall we? (Quirk: 813) English employs several other tag questions such as am I right?, isn't that so? or don't you think?, which can be attached to any type of the statement and have a rising tone: She is at home, don't you think? (Quirk: 814) This type of tag questions resembles to Czech tags že, že ano, není-liž pravda, etc. Other types of tag questions have no equivalence in the Czech language. (Dušková: 318) 4.3 Minor Types of Questions
33
Besides alternative and tag questions, there are some other minor categories of the question such as declarative questions, exclamatory questions or rhetorical questions. These categories will be discussed only briefly in this work. Declarative questions, as Quirk explains, are, in fact, yes-no questions that occur in the form of a declarative. It means that they employ no subject-operator inversion, yet, the final tone is rising, which differentiates them from real declaratives. In a written form they have a question mark at the end: You didn't go to school yesterday? Quirk further argues that declarative questions are always conducive and expect the hearer to verify them. Positive questions have positive orientation and can contain only assertive items such as some, already, too, etc. Negative questions, on the other hand, have negative orientation and can include only non-assertive items such as any, yet, much, etc. (Quirk: 814) Alexander mentions some further functions of declarative questions such as confirmation (yes for affirmative, no for negative), surprise or pleasure. (Alexander: 259) Dušková explains that declarative questions are generally reactions to some prior statements therefore some further context is needed to be known to produce such questions. (Dušková: 317) Czech declarative questions resemble their English equivalents. Exclamatory questions have the form of negative interrogatives with a final falling tone. Nevertheless, the meaning is strongly positive: Isn't it a lovely day! A less common type is a positive interrogative: Is she a nice girl! In written form there is usually an exclamation mark at the end of the clause. Quirk argues that there is a slight difference between thenegative and positive question. While the negative question asks for the listener's confirmation, the positive expects only a positive response. (Quirk: 826) This fact results in the assumption that negative exclamatory questions resemble question tags with the rising tone and positive resemble tags with the falling tone. Quirk further observes that exclamatory questions employ only assertive items and the particle not must be always attached to the operator: Isn't she already a big girl! (Quirk: 826) Rhetorical questions, similarly to exclamatory questions, have an interrogative form with the rising tone and question mark in written discourse at the end. However, the function is a strong assertion and the question expects no answer. (Quirk: 825, 826) As Quirk further claims, “a positive rhetorical yes-no question is like a strong negative assertion, while a negative question is like a strong positive one.” (Quirk: 825) [52]
Is she crazy?
~
Of course, she is not.
Hasn't a day got twenty-four hours?
~
Of course, it has.
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Wh-rhetorical questions have also a negative or positive form. Positive questions have negative counterparts to wh-elements in their presuppositions and vice versa, negative ones have positive equivalents in their presuppositions. (Quirk: 826) [53]
What can I do?
~
I can do nothing.
Who wouldn't like holiday?
~
Everybody likes holiday.
Finally, Quirk claims that non-assertive items may occur in rhetorical questions: “What has he ever done for you?” (Quirk: 826) The obvious presupposition to such a question would be He has never done anything for you. Apparently, a non-assertive item in a rhetorical question takes an assertive counterpart in the corresponding presupposition. Czech rhetorical questions may employ particles such as copak, přece or snad. (Dušková: 316) 4.4 Indirect Questions Indirect questions do not actually create a subcategory of the question, but still, their form is worth mentioning in the thesis that is dealing with questions. Also, since the form of English indirect questions differs from Czech ones, it should always be emphasised when teaching English. Indirect questions are reported questions that are embedded inside container clauses. (cf. Jacobs 1995) All reported speech has to follow certain grammatical rules such as changing the person, tense or some adverbials so that the new reporting clause fits to the situation when it is being reported. [54] My mother came home yesterday at nine o'clock.
direct speech
She said that her mother had come home the day before at nine o'clock.
indirect speech
All these rules, and several other changes, are applied when creating an indirect question. The most visible change, which is common for transforming all types of questions, is the fact that “in indirect questions operator fronting is not applied.” (Jacobs: 273) Also, indirect questions employ no question mark at the end of the sentence unless the introductory clause is an interrogative. The indirect question is no more a question, in fact, it becomes a subordinate clause.
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Indirect yes-no questions are linked with the introductory main clause by means of conjunction if or whether. These two words are very often interchangeable, but not always. If is slightly less formal than whether. According to Alexander, whether expresses more serious doubt than if. Alexander further claims that “all kinds of yes-no questions are translated in the same way.” (Alexander: 294) It means that no matter if the question is positive, negative or a tag, all of them are transformed as an affirmative subordinate clause. [55]
Have you seen him? Haven't you seen him?
She asked me if/whether I had seen him.
You have seen him, haven't you? You haven't seen him, have you? Since the indirect question expresses no bias or emotions, “phrases like in surprise can be added to interpret intonation.” (Alexander: 294) Another interesting fact is, as it results from the examples, that if some non-assertive items occur in a direct yes-no question, they remain non-assertive in the indirect equivalent, although it is no more a question. Have you seen him yet? > He asked me if/whether I had seen him yet. Leech and Svartvik express the same idea when they claim that any-words occur, besides other grammatical contexts, in yes-no interrogative sub-clauses. (Leech, Svartvik: 375) Indirect wh-questions, on the other hand, use the wh-word as a connector. All other rules remain the same as when transforming other types of questions.
[56]
Where are you going?
She asked where I was going.
When do you start work?
She asked when I start/started4work.
Why do you study?
She asked why I study/studied.
In cases where the wh-question performs a different function than seeking information, the reporting equivalent obviously takes such a form as to be in harmony with the function. Why don't you come with us? > She offered me to come with them.
4 The tense may or may not be shifted. It depends on whether the action is still in progress at the time of being reported or not.
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As it was stated earlier, some wh-questions ask for the subject. Such questions do not apply operator fronting and the word order is identical with a declarative as well as with their indirect counterparts: Who broke the window? > She asked me who broke the window. Indirect alternative questions that resemble yes-no questions use whether or if as a linker, similarly to indirect yes-no questions. As Jacobs understand this phenomenon, whether is employed more frequently because the use of if is rather restricted. As it was mentioned above, whether is more formal than if, so the sentences that employ if sound slightly less formal. Jacobs further says that whether clauses can function as the subject of container clauses, whereas if clauses cannot: Whether she comes or not is a question. Another restriction is that “only whether clauses can introduce non-finite clauses: Caesar asked the soothsayer whether to go to the forum that day.” (Jacobs: 274) As it was discussed in the chapter on alternative questions, the negative alternative of the question can be shortened to or not. The same rule applies for indirect alternative questions, however, the use of whether and if is diverse. While if allows or not only at the end of the clause, whether can be followed by or not directly: She was wondering whether/if he was coming or not. but ... whether or not he was coming. (Jacobs: 275) Alexander and Jacobs agree on the fact, among others, that in colloquial English embedded questions do use operator fronting as if they were not embedded. Nevertheless, Jacobs further explains that “speakers of such dialects are not necessarily quoting the direct question, since they may change person and tense (or the modal) to suit the situation.” (Jacobs: 274) [57]
Can you be here tomorrow at eight? She asked me if could I be there the next day at eight.
As the example of spoken language shows, the operator remained fronted, yet the embedded question is not identical with original direct question, as the tense, the adverbial of time and the pronoun were changed so as to be more suitable for the new context. Czech indirect speech applies similar rules as English such as the change of the pronoun or adverbial. The tense, however, remains the same as in the original sentence. Concerning Czech indirect questions, the connectors are identical with English counterparts, i.e. yes-no questions use if (jestli) or whether (zda) and wh-questions the wh-interrogative as a link between the introductory and reporting clause. Czech as well as English introductory clauses may use a performative verb to express explicitly the function of the reporting clause: She said... She asked... She ordered..., etc. (Grepl: 662) The subject-verb inversion may or 37
may not take place in the Czech indirect question: Ptala se, zda/jestli příjde Petr./ Ptala se, zda/jestli Petr příjde. Even though the sentences have slightly different meaning, the English version would employ the same word order in both the cases and use another means to differentiate the two sentences: She asked whether/if Peter was coming, too./ She asked whether/if Peter was coming. Chapter 4 is the last chapter of the theoretical part. The next chapter is the first chapter of the practical part of this diploma thesis.
5 Yes-no Questions Analysis The first chapter of the practical part of the thesis studies the occurrence of yes-no questions taken from an authentic text, which create about 20 percent of the questions in the book. All questions have been excerpted from an electronic version of the book Harry Potter and the Chamber of Secrets by J. K. Rowling with its translation into Czech, also an electronic one, and enclosed to the thesis in corpus 5. They have been divided into four main categories and subcategories that were discussed in the theoretical part of the thesis. These categories have been separated from the main corpus and selected into four partial corpora. In corpus 5, which contains the full list of the questions, the categories have been differentiated from one another with different colours. The yes-no questions can be found in 38
corpus 1. In the text, four subcategories can be found, namely positive yes-no questions, negative yes-no questions, yes-no questions with a modal verb and ellipted yes-no questions. Each of these groups of questions will be discussed and analysed separately. The comparison with the theoretical background will serve as the basis for the analysis. Selected English questions will also be compared with their Czech counterparts. The practical part of the thesis also comments on how large proportion of the text each category creates. Each chapter is closed with a summary, which introduces a diagram, where all these proportions are displayed. 5.1 Positive Yes-no Questions Analysis As it was stated above, the complete list of question can be found in the appendix of the thesis. The analysis will use only some selected examples that will be discussed more in detail. The positive yes-no questions create approximately one half of the total amount of yes-no questions in the text. If we focus on their form, we find that it is almost always in accordance with what was stated in the theoretical part. All questions start with a positive operator. The questions in the corpus have been ordered according to which operator they employ. The first group represents questions in present and past simple tense that use the operator do, does and did. Some of them, as we can observe, use the contracted form D’you instead of Do you, which is rather unusual in a written discourse. On the contrary, it is a typical feature of spoken colloquial discourse and its use in the text creates the dialog more lively and authentic. It also indicates that the speaker produces a fast piece of speech. The second group represents questions with the verb be, which has either the role of the main verb and needs no operator (Is it easy?) or the role of the operator if the question uses a progressive tense (Are you going somewhere?). Most questions in this group use the present tense except for last two, which are in the past tense. In the third group, we can find questions with the operator have, which occurs together with the past participle and they create present perfect tense. The only exception is the question Have you any idea how worried I’ve been?, where have appears in the role of the main verb, which itself serves as the operator and the question has been created by the verb-subject inversion similarly to be questions. This phenomenon no more appears in modern English and, as it was claimed in the theoretical part of the thesis, the only verb that takes no operator is currently the verb be. The last question has several starts one of which (D’you think) belongs to the first group. Concerning the function of positive yes-no questions, the theory divides them into neutral questions and those that are conducive with positive bias. One indicator is the use of 39
assertive and non-assertive forms. However, a great deal of yes-no questions contain no such forms, and still belong to one group or the other. Therefore, we have to pay attention to other indicators such as discourse markers, context or intonation in spoken language, which help us to understand the question correctly. Some questions, however, do employ assertive words: [1]
Are you going somewhere? Have you seen something?
These questions expect a positive response. The indicators are the items somewhere and something. The questions would be neutral if they contained non-assertive items anywhere and anything. Nevertheless, the Czech translation of Have you seen something? contains no indicators of having positive bias. Czech Viděla jsi něco? sounds completely neutral. Unlike the equivalent to Are you going somewhere?, which is Vy někam jdete?, where the pronoun vy is placed at the beginning, which denotes the fact that the question is not neutral. The form of a neutral Czech question would be Jdete někam? similarly to Viděla jsi něco?. Other questions contain words such as oh or good Lord. [2]
Oh, is that all?! Good Lord, is it Harry Potter?
These indicate the speaker’s surprise. Like many others, these questions expect no answer, and therefore we can range them in rhetorical questions. Further questions that expect no answer are, for instance Are you crazy?, Is that supposed to be music? or D’you realize how much we’re going to have to steal, Hermione?. The Czech equivalent to Good Lord, is it Harry Potter? employs an extra adverb opravdu, which even strengthens the idea of a surprise. [3]
Are you crazy?
This question appears in the text two times, while the first translation is Blázníš? and the second Ty ses snad zbláznil?. Both possibilities express the same idea and expect no answer. Yet, the latter one is even more emphatic. This is a good example of the fact that Czech language is more variable and able to create more forms to express one idea. Other examples worth mentioning are: [4]
Do I look stupid? > Vypadám snad jako takový hlupák? Am I a professor? > Já že jsem profesor?
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In these questions, the first singular person I is in the role of the subject, which means that we ask ourselves. This type of the question is rarely neutral. The first example is a question with negative bias as it expects a negative answer. It represents annoyance even though the English original looks rather neutral. The Czech equivalent uses the adverb snad and is more explicit in its meaning. Am I a professor? sounds neutral in English, too, and again, the Czech translation suggests that it functions as a surprise. Apparently, real functions of these questions must have been detected from the context. This is another example of the fact that Czech uses more lexical means to express the exact meaning of a piece of discourse. [5]
D’you want to tell me...? > Mohl bys mi vysvětlit...?
The question in example [5] uses a completely different structure for each language. Although Czech Nechceš mi říct,...? corresponds with D’you want to tell me...?, the translator considered Mohl bys mi vysvětlit...? more appropriate. One way or another, the function remains in either case the same. When we look at the list of all positive yes-no questions, we can say that about two thirds of the questions are neutral and one third conducive. Among the questions that are not neutral we can find one suggestion, a few rhetorical questions and the rest functions as a surprise or annoyance. It results from the analysis that the surprises expect positive replies and the annoyances have negative bias in their expectations although the theory mentioned only questions with positive bias. The reason is that the theoretical part mentions questions that are conducive and employ assertive forms, and those generally have positive bias. Yet, a number of positive yes-no questions have no assertive or non-assertive words and those can have either positive or negative bias in their expectations towards their replies. Also, Czech translations are more variable and therefore more able to express conduciveness or neutrality. The context plays an important role to understand the function of the positive yes-no question as well. 5.2 Negative Yes-no Questions Analysis As it is obvious from the list of negative yes-no questions, the group is not as large as the group of positive ones. They create less than 20 percent of the total amount of yes-no questions in the text. Similarly to the first group, the questions have been divided into three groups according to the type of the operator and can be found in the appendix. Again, the first group consists of questions with the operator do, did, which means that the verbal tense is 41
either present or past simple. The second group employs the operator be in present or past tense, which in one case combines with the present participle and creates a progressive tense. The last question in the second group combines modal will with be infinitive, which expresses future meaning of be and therefore it was placed in this group instead of the group of questions with modal verbs. The last set of questions uses the operator have, which creates a present perfect tense together with the past participle. All operators create a contracted form with the particle not. There are no irregularities in this group of questions concerning their form. If we study the function of these questions, we find that all of them are conducive with either positive or negative bias towards the answer. Three questions contain a non-assertive word and those have negative expectations. One question uses an assertive item: [6]
Haven’t I already told you that killing Mudbloods doesn’t matter to me anymore?
The expectation of this question is positive. This fact is in accordance with the theory on using assertive and non-assertive forms in negative yes-no questions where there is stated that negative yes-no questions containing an assertive item generally express disbelief and resemble a declarative with a tag question. Thus this question could be transformed to I have already told you that killing Mudbloods doesn’t matter to me anymore, haven’t I? and the effect would remain the same. However, the Czech translation of this question is Copak jsem ti neřekl, že na zabíjení mudlovských šmejdů mi víc nezáleží?, which does not precisely correspond with the function of the original. Už jsem ti snad řekl, že .... migh represent the idea of the sentence better. Another question worth mentioning is: [7]
Don’t you want to know how Ginny got hold of that diary, Mr. Malfoy?
The translation of this question is Chcete vědět, jak Ginny k tomu deníku přišla, pane Malfoyi?. The Czech equivalent to the English negative question is, for some reasons, a positive neutral question, which shows no surprise, disbelief or annoyance. The explanation may be either that it is a neutral question represented by a negative interrogative in English or that the Czech translation is not equivalent to the English original in its function. If the question should function as a surprise, than Copak nechcete vědět,...? would be more appropriate in the Czech equivalent.
42
The excerpt of negative yes-no questions shows that approximately half of the questions express a surprise and at the same time have positive bias. Their Czech counterparts use negative questions either with the word copak or with a pronoun at the beginning to show the surprise. Neutral Czech questions, that is to say, do not usually place the pronoun initially. Several questions function as disbelief or annoyance and those have either positive or negative expectations. Their Czech equivalents use the word copak or snad, the latter of which is very appropriate to express disbelief or annoyance. Four questions ask for confirmation and therefore are very similar to declaratives with tag questions in their meaning. All of them have positive bias. This is in accordance with the information stated earlier in the theory. An interesting observation is that they are translated in three different ways: [8]
Didn’t I just say how nice Myrtle’s looking? > Že jsem právě říkala, jak to Uršule sluší? Aren’t you Lucius Malfoy’s son?>Nejsi ty syn Luciuse Malfoye? Aren’t there supposed to be werewolves in the forest?> Neříká se, že v Zapovězeném lese jsou vlkodlaci? Wasn’t that your flying car? > To létající auto bylo tvoje, že jo?
The Czech equivalent to the first question is a positive question, the second and third questions were translated as negative questions and the fourth question has a declarative with a tag question as its counterpart in Czech. 5.3 Analysis of Yes-no Questions with a Modal Verb The yes-no questions containing a modal verb taken from the text are either positive or negative. However, most of them are positive. They represent about one quarter of all yes-no questions in the book. In the corpus, they have been divided into six subcategories, according to which modal they employ. The six different modal verbs that appears in the text are can, could, would, shall, should and may, whereas the can group creates the largest subcategory. As it was stated in the theoretical part of the thesis, modal verbs in questions serve as operators and are placed in front of the subject. Taking their function into the consideration, the theory says that yes-no questions containing will, would, can, could or may very often express a polite request, and yes-no questions employing shall or should function as a proposal. If we study the can questions from the list, we find that approximately half of them express a polite request. These include
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two negative questions as well. All of them have been translated in the same manner, as a polite request, except for one: [9]
Can we move? I feel sick, said Ron > Pojďte pryč, mně je z toho špatně, vybídl je Ron.
Can we move? is a request for the first person in plural, which includes them and me. In this particular question, Ron asks the others to move away with him. The Czech translation uses the imperative, which expresses the same idea. The only difference is that the Czech imperative uses the third person plural pojďte instead of first pojďme, the meaning of which might be closer to the original. Among other can questions, we can find three examples where can is used as an operator with sensory verbs taste, see and hear instead of do. In these cases, can generally has no equivalent in Czech translations. Further, two questions asking about ability and one question asking about possibility appear in the list. The example below shows two identical questions from the list that express disbelieve. However, each of them has a different translation into Czech. [10]
Can you believe our luck?
>
Can you believe our luck, though?
Věřil bys vůbec, že můžeme mít takovou smůlu? >
Je ti ale jasné, jakou jsme měli smůlu?
The translation of the first question expresses disbelieve, while the second sounds rather like assuring. Nevertheless, both English originals seem to function as disbelieve. The only difference is that the latter contains the adverb though, which should have no impact on the function of the interrogative. Though only confirms what has been said in the main clause. Generally, disbelieves can be realized by an interrogative but also by an exclamative, which might express the function more aptly. Can you believe our luck, though? could be also expressed by the exclamative To snad není možný, jakou máme (jsme měli) smůlu!, for instance. Could questions have four representatives in the list, two of which function as polite requests as they ask someone to do something and two ask about possibility. Their Czech counterparts correspond with the original. Would questions are represented by six utterances. Two express polite requests with corresponding translations into Czech. Other two are neutral questions, the Czech equivalents of which are in future tense with no conditional, which sounds more natural. There are also two questions that seem to express a kind of doubt: 44
[11]
Harry – would I be asking too much? > Harry nechtěl bych po tobě příliš? Would anyone believe he hadn’t had anything to do with this? > Ale uvěří mu někdo, že s tím neměl nic společného?
As we can observe from the example, one question expressing doubt connected with a highly polite request, which is likely to precede or follow it, has been translated as a negative conditional question. Czech language employs a negative form in conditional questions to show more politeness. The latter question has been translated as a question in the future tense with ale placed initially, which expresses the doubt in the utterance. Thus the English question expresses the idea grammatically, whereas Czech lexically. Shall and should questions that appear in the text, all function more or less as a suggestion. There are two shall questions and two should questions in the corpus. One should question is negative. These questions have several different forms in Czech. One suggestion has a form of a first person plural imperative, which completely describes the idea of suggestion. Other translations are a negative question in the future tense and a positive question in the future tense. The latter rather asks for a suggestion: Should we go straight to McGonagall? > Půjdeme rovnou za McGonagallovou?. The fourth question is a negative should question and the translation fully corresponds with the original as it uses the verb Neměli bychom ...?. The negative form emphasizes the doubt in the question. The last subcategory of yes-no questions with a modal verb is represented by two may questions, which should function as a polite request according to the theory. [12]
May I take your coats, Mr. and Mrs. Mason? > Pane a paní Masonovi, dovolíte, abych vám pověsil kabáty? May I take you through to the dining room, Mrs. Mason? > Mohu vás uvést do jídelny, paní Masonová?
As it is obvious from the example, both questions are in accordance with the theoretical background. Both of them function as a polite or even formal request. The difference between politeness and politeness combined with formality is that in the former, we use modals can and could and in the latter, modal may is generally introduced. In Czech questions, however, formality is expressed with different devices. Neither of them uses the verb smět, which is the Czech translation of may. The first question employs the verb dovolíte and uses formal speech. The second question uses mohu, the form of which shows the level of formality (less formal form would be můžu) and again, the type of discourse is formal – vás, paní Masonová.
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Czech language disposes of wider choice of devices to express the level of formality or politeness. The last question in the group of yes-no questions with a modal verb is the question that appeared earlier in the category of positive yes-no questions as it is several starts. [13]
D’you think – would it be all right if – can I have a picture?
This question has several starts because the speaker had some doubts about the level of politeness that should be expressed in the question and also about if it is appropriate to ask for taking a picture. He/she started with some more polite expressions such as D’you think and would it be all right if, but finally ended with a less formal can. To sum up the category of yes-no questions with a modal verb, we can say that the most employed modal verb is can, the function of which is frequently a polite request. Other functions were questions asking about ability or possibility and disbelief. Their translations more or less correspond with the originals. Could questions represent polite requests and create a very small category. Would questions form about twenty percent of all questions in this category. Two of them function as a polite request, two as a neutral question and two express some doubt. Shall and should questions represent about ten percent of all questions and their function of proposal generally corresponds with the theory. Their translations into Czech use some other various forms to express the proposal. May questions create even smaller part of the list than the shall/should questions. Only two of them appear in the text, both of which function as a polite-formal request. In this case, too, Czech uses different devices to show the high level of politeness. We can make a conclusion that can is the most employed modal verb in the questions from the text because the text is an informal type of discourse. 5.4 Ellipted Yes-no Questions Analysis The ellipted yes-no questions create about ten percent of all yes-no questions that appear in the text. Their occurrence proves that the text is informal. In a formal piece of a text, no ellipted questions would be found. They differ from the rest of the yes-no questions in the corpus in their form but not the function. Therefore this chapter will mainly comment on the form instead of the function. The set of the questions was divided into two groups. One group represents questions where the operator and the subject are missing, and thus the questions start with the main verb:
46
[14]
Find anything, Dad? > Našel jsi něco, tati?
The complete question would be Did you find anything, Dad?. In our question the operator did and the subject you are not present. Nevertheless, if a discourse contains some ellipses, the missing elements must be always recoverable from the context. As we can see, the Czech equivalent remains the same whether the original question is ellipted or not. The ellipted subject in our list is you in nearly all questions. Concerning our example, the main verb find in the predicate has the form of the infinitive. In other questions, the verbs take forms of the present or past participle according to what grammatical tense the question represents. The other group introduces questions where there the operator, subject and the main verb have been ellipted. [15]
Any questions? > Máte nějaké dotazy?
The complete version of the question would be Have you got any questions? or Do you have any questions?. We can observe, though, that it is not only the operator have/do with the subject you that have been ellipted but also the main verb got/have. Thus the questions in this group start either with the object or complement. Again, the Czech translations remain complete as if they were translating complete questions. As it was stated above, the ellipted yes-no questions create a minor group of all yes-no questions from the corpus, namely about ten percent. Their usage is limited to colloquial language, mainly in direct speech. The missing items are either the operator and subject or the operator, subject and main verb. The missing elements must be always recoverable from the context. Czech translations remain identical with translations of questions in full forms.
5.5 Summary of the Yes-no Questions Analysis Chapter 5 analyzes yes-no questions, which have been arranged in attached corpus 1 and create about 20 percent of all questions. The analysis showed that four types of the yes-no question, namely positive, negative, those with a modal operator and ellipted ones occur in
47
the text. The following diagram displays the percentage shares of yes-no question types in the text. Diagram 1; Yes-no Question Structure
The group of positive yes-no questions creates one half of the total. Two thirds of positive yes-no questions are neutral and the rest are conducive and express suggestions, surprise or annoyance. English negative yes-no questions create nearly 20 percent of this category. All of them are conducive. They expect either a positive or negative reply. Half of them express a surprise and have positive bias. The rest shows annoyance, disbelief or asks for a confirmation. Their Czech counterparts are also negative and use mainly the word copak for a surprise and snad to show annoyance or disbelief. Yes-no questions employing a modal verb as an operator created 25 percent of all polar questions in the text. Most of them are positive. The most frequent type is the question with the modal can, approximately half of which expressed a polite request and the rest asks about ability, possibility or expresses disbelief. Questions with could either function as a polite request or ask about possibility. Would questions express a polite request, doubt or function as neutral questions. Shall and should questions function more or less as a suggestion. Two may questions have the function of a highly polite request. The Czech translations tended to have different structures when the modal verb interrogatives performed other functions than neutral questions. Yes-no questions, which are ellipted create ten percent of all yes-no questions. The missing elements are either the operator with the subject or the operator, subject and the verb. However, the forms of their Czech equivalents are considered to have full forms as the Czech language uses no operators and the omission of the subject is a standard phenomenon in the Czech question.
6 Wh-Questions Analysis This chapter deals with the occurrence of wh-questions that, similarly to yes-no questions, have been excerpted from the electronic version of the book Harry Potter and its translation into Czech. All wh-questions have been placed in corpus 2 and divided into eight subcategories according to the type of the interrogative wh-element, namely who-questions, whose-questions, what-questions, which-questions, when-questions, where-questions, howquestions and why-questions. Each group will be discussed separately in different subchapters. The analysis will study the volume of each subcategory and also, some selected examples will be discussed more in detail and compared with the theory or with their Czech 48
translations. The list has shown that wh-questions make up approximately 35 percent of all questions in the corpus, which indicates that they form the largest group of the questions that appear in the book. 6.1 Who-Questions, Whose-Questions Questions with the interrogative who represent about seven percent of all wh-questions from the corpus. The interrogative who is positioned initially in most cases and functions as the subject, object or complement. One question employs who after the verb Says who? and so does its Czech equivalent To říká kdo? Here the interrogative is placed in the position where the searched word would be placed in the corresponding possible affirmative Says Peter not Peter says as this word order is allowed to be used in introductory clauses. Also, the Czech answer would be To říká Petr and not Petr to říká. In Czech, these questions are also known as “school” questions, where the teacher obviously knows the answer and wants to test the students’ knowledge. (Grepl: 610) There is one more question in the list that employs who in the final position and it is Harry who?, which is translated as Jaký Harry? Thus Harry who? has the same meaning as What Harry? or Which Harry? Here again, the interrogative who is placed where the characteristics of Harry is expected: Harry Smith or Harry who lives next door. As Leech and Svartvik comment on this phenomenon “the wh-word can also be placed later in the sentence, in its statement position. But such questions are familiar and often impolite, unless preceded by an apology or mark of politeness.” (Leech, Svartvik: 130) In the book informal dialogues prevail, and so a large number of informal or colloquial speech elements appear in the text. Another indicator of an informal type of discourse is the use of short questions such as who?, which would be considered impolite in a formal type of speech. Alexander argues that “short questions consisting of single question-words or limited combinations are common in everyday speech when we are asking for repetition, brief information or clarification.” (Alexander: 263) Again, these examples prove that the book uses informal dialogues in order to make them lively and real. As it was stated in the theoretical part, who asks about animate nouns and noun phrases that ask for the subject, object or complement. [16]
Who threw it at you, anyway? Who exactly were they supposed to ask for help? Who are you?
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The example [16] shows three different functions of the interrogative who. The first question asks about the subject and its word order is identical with the statement. Thus the corresponding reply would be Peter threw it at me, where who is replaced by Peter. The second sentence asks about the direct object and therefore uses no preposition at the final position. The question has a typical question word order interrogative – operator – subject – predicate. Were has the role of the subject. The answer to this question would be They were supposed to ask Peter for help. There no who-question in the corpus asking for a prepositional object to be exemplified here. The third question represents a question asking about the complement and the possible answer would be I am Peter. Here, as Quirk points out, we should always bear in mind that in wh-questions of SVC pattern, the interrogative can function as either the subject or complement. Dušková also comments upon this phenomenon in Studies in the English Language and explains that “in questions asking about the identity of a person or a thing, either the wh-word or the post-verbal noun can be the subject.” (Dušková 1999: 126) An interesting fact, which results from the analysis of the who-questions that appear in the text is that majority of them ask about the subject or complement, only few ask about the object and none asks about the prepositional object. Some further studies of informal texts might prove this phenomenon typical for an informal type of discourse. Concerning the function of this group of questions, we can observe that most of them ask for missing information and expect the answer to provide it. One of the exceptions is Who cares?, which is a rhetorical question as it expects no answer and the Czech counterpart of which is the exclamative To je přece fuk! Another example worth mentioning is [17]
Who can tell me why?
This question employs two wh-interrogatives. In some questions, that is to say, more than one wh-word can occur. Quirk suggests that if one of the wh-interrogatives functions as subject, which is the case of who in our example, it must be placed initially. However, as Quirk further argues, if neither/none of them is subject, we can choose which of them will be fronted as in What have you given whom? or Who have you given what?. If the wh-elements are adverbials, they can be coordinated or one used initially and the other may be appended: When and why shall we meet? or When/Why shall we meet, and why/when? (Quirk: 823) The Czech translation of Who can tell me why? corresponds with the original Kdo mi řekne proč?. Czech rules on using two or more wh-words within one question generally resemble to the English ones. However, there are no restrictions concerning the coordination of wh-words at 50
the beginning of the question as the word order is the same no matter which function the whinterrogative represents. An interesting question to make a comment upon is also [18]
Who do we know who thinks Muggle–borns are scum? Kdopak tvrdí, že všichni z mudlovských rodin nejsou víc než chamraď?
Here the first who in the English original functions as the wh-interrogative asking about an object, whereas the other who is the relative pronoun to the who-interrogative, which introduces a nominal relative sub-clause. Such a construction in Czech would sound rather unnatural or even impossible Koho známe, kdo si myslí, že mudlovští jsou chamraď? This fact led the translator to use a sentence of a different construction, yet, a similar meaning to the original. Actually, the meaning seems to be slightly different as the original sentence appears to have rather negative expectations, whereas the Czech one expresses no such signs. The only indicator might be the pronoun kdopak that replaces the unmarked kdo. Since the question has rather negative bias in its expectations, the presupposition is not We know somebody..., which is quite usual for neutral who-questions, but negative We know nobody. Moreover, if the question has negative expectations, the function is different from seeking information. The speaker is more likely to be expressing his/her annoyance and is making sure that there is nobody that thinks such a thing about Muddle-borns. If this is the function of the interrogative, then Czech Tvrdí snad někdo, že...? might express the idea better. Another example of a negative presupposition to the question is Who’d want to frighten all the Squibs and Muggle–borns out of Hogwarts? with the translation Kdo by chtěl z Bradavic vyhnat motáky a všechny žáky z mudlovských rodin?, where the speaker rather wants to show a surprise than ask about a person that would frighten them. Thus the presupposition is Nobody would want to frighten... and also, the bias are negative, similarly to the previous example. The last example to be mentioned in this group of questions is [19]
I mean to say, who can?
>
Chci říct, kdo jiný to dokáže?
In this question the who-interrogative is followed by the operator and the rest of the clause is ellipted. Such a construction can only be used when the ellipted part of the clause is obvious from the context or known to the addressee.
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Whose-questions are represented by only one item in the corpus, and so the question being only one in the list will be discussed in this chapter together with who-questions. [20]
Whose hair are you ripping out?
>
Komu vyškubneš vlasy ty?
If we focus on the form of the question, we can say that the interrogative whose is in the role of a determiner to the word hair since they appear in the text next to each other. Concerning the function, the presupposition to the question would be You are ripping out someone’s hair. The translator, however, instead of Čí vlasy vyškubneš ty? decided to use Komu vyškubneš vlasy ty?, which sounds more natural in Czech, where it is preferred to use objective pronoun to possessive one in such a sentence: Vyškubu ti vlasy. x Vyškubu tvoje vlasy. 6.2 What-Questions, Which-Questions Questions with the interrogative what make up 50 percent of wh-questions in the corpus and about sixteen percent of the total number of questions in the text. This category is by far the largest category of questions in the book. With respect to such a great number of questions, only some examples and phenomena will be analysed here. What, similarly to who, is in most cases positioned initially and, concerning the sentence elements, it functions as subject, object, complement but also as a determiner together with an animate or inanimate noun in the same three functions. Who, unlike what, can never function as a determiner. The form of what is invariable, which means that it has neither an objective form nor a possessive one. Here are some examples of different functions of what taken from the corpus: [21]
What happened to your glasses?
subject
What are you doing?
object
What’s a Howler?
complement
But what chance did a phoenix have against the king of serpents?
object determiner
Surprisingly, most what-questions in the book employ the interrogative word as an independent pronoun. There is only one neutral question in the corpus in which what functions as a determiner. The presuppositions to the first three questions are: Something happened to your glasses. / You are doing something. / Howler is something (identification is presupposed here). The last question presupposes that A phoenix had some chance against... The question expects a specification on how big the chance was in the form of an adjective. 52
However, an adjective is not the only word class that is presupposed in the place of modifying what. As it was stated earlier, the text is informal, and so a great number of short questions, which consist only of the interrogative what, appear in the corpus. Their translations are in most cases Cože?. Further Czech equivalents are Co je? No tak? and Co to může být?. Another example of informality that we can observe is a large number of questions asking about what is/was happening/happened in various informal forms such as What’s the matter?, What’s up?, What is it?, What’s going on? or What’s happening?, the first four of which are typical for informal discourse. An extremely informal form is represented by Whassamatter?, which is a contracted form of What is the matter? or What d’yeh think yer doin’ down there?, meaning What do you think you are doing down there?. If we focus on number of positive and negative what-questions, we find that only one negative question appears in the text. [22]
What wouldn’t he give now for a message from Hogwarts?
Studying the question, we can see that it is not asking for or seeking information. It functions as an exclamative with the meaning that he would give anything for the message. Such a negative construction is not used in Czech for this purpose. In Czech, it is preferred to have a positive construction Co by jen dal za zprávu...! Some other what-questions with the exclamative meaning will be discussed later in this chapter. Similarly to who, some short questions such as The what?, The right what?, Now what?, Of what?, Like what?, Not what? employ the interrogative what in the final position, where the missing information in the reply would be placed. In three questions, what is modified by an intensifier, which, according to Quirk, “emphasizes the bafflement or emotional involvement of the speaker.” (Quirk: 817) The following example introduces these three questions. [23]
What – the – devil – are – you – doing? What in blazes d’you think you’re doing? And what on earth’s a Squib?
The first two questions use the intensifiers the devil and in blazes to express surprise or rather annoyance over what the other person is doing, thus their intension is definitely not requiring the information. The third question in the example has the meaning of surprise, too, but, 53
unlike the first two questions, it requires the answer. Here the intensifier emphasises the emotions of the speaker, yet it does not change the illocutionary force of the question. Another example shows three questions where what is used as an introductory word in order to express surprise, which is, as Quirk suggests, a typical phenomenon of informal speech. [24]
What, you think he was lying to me? What, you reckon Slytherin’s monster can duel? What, drop my wand?
In such cases, as we can see in the example, what is followed by a comma and further by a question, which functions independently to the interrogative word. The first two questions in our example represent declarative questions as their word order is identical with the word order of a statement. The third question is ellipted as the operator and subject are not present, in the case of interrogative word order, or, in the case of a more probable declarative word order, the subject and modal verb are the items that have been ellipted. Again, similarly to the previous example, such questions are not neutral but always conducive. They are not asking but verifying what has been stated before. Questions in our example are positive, thus they expect a positive answer. Two what-questions use the construction what about, which has no counterpart in Czech, and so it is often translated as a/ale co (takhle) as in What about my sister? > A co moje sestřička? and But what about you? > Ale co ty? Such questions usually express a concern about a person or thing and expect a reply in the form of explanation. However, if the construction is followed by a gerund, then it functions as a suggestion. Nevertheless, no such question appears in the corpus. Another example worth mentioning is [25]
What makes you say that?
>
Proč myslíš?
The question has a completely different construction in English than in Czech. As Dušková understands this phenomenon, English, apart from using the interrogative adverb why, can ask about a reason by employing the pronoun what in the function of subject and causative verb make. This construction has no equivalent in Czech and thus a why (proč)-construction with the same function is used instead. Dušková further mentions that “this difference was first pointed out by Mathesius . The construction is also of interest in showing the tendency of 54
English to analytic structure.” (Dušková 1999: 128, 130) Another question that remains is why the Czech translation uses a completely different verb than the English original. While the English question has the verb say, the Czech equivalent uses myslíš. The explanation might be that Czech Proč myslíš? as a surprising reaction to someone’s statement is more natural than Proč to říkáš?. The following sentence is an example of an exclamative with a tag question. [26]
What a lovely game, I don’t think!
>
To je přece bezva hra, nemyslíte?
Exclamatives, generally, have a different structure in Czech than in English. English whexclamatives start either with what, which is followed by a noun phrase, or with how, which is followed by an adjective or adverb. Czech structure starting with jaký...(Jaký krásný den!), which goes with a noun phrase exists, too, however, the construction to je ale/přece/teda... (To je ale krásný den) is more preferred. According to Quirk, the tag question that goes with an exclamative corresponds with the structure of the declarative clause (What a lovely game, isn’t it?), which is not the case of our example, the tag of which has a totally different form from the statement. Neither does it correspond with the Czech translation. Moreover, the English original uses the exclamation mark, which is rather unusual for tag questions. These facts evoke a question whether I don’t think! is a tag question or not. The function of the Czech tag nemyslíte? is assuring that the game is good. But is the English I don’t think! assuring of the game quality as well? This question cannot be answered for a certainty without having more context to the sentence. With no further information from the text, the function of the clause seems to be rather a disagreement with the prior statement. Some other interesting examples from the corpus are what good constructions in questions But what good were these words? and Boys, what good will it do?, which have different forms in Czech Jenže co mu ta slova byla platná? and Chlapci, chlapci, k čemu to bude dobré? or the form of So – what’s the story, Harry?, which is inviting someone to tell the story but Czech form differs and uses a verbal construction instead A teď spusť, Harry. There are about thirteen what-questions in the list that expect no answer such as What can he do? or What do you think you’re playing at?. Such questions represent a phenomenon called indirect speech act, which was discussed in chapter 1.2. They are rhetorical and their function is not searching information but express a certain feeling such as surprise, annoyance or disbelief.
55
As it was stated at the beginning of this subchapter, what-questions create by far the largest group of all types of questions in the book. This fact is very likely to be caused by various possible functions of the interrogative what, which can operate not only as an independent pronoun in the function of subject, object or complement asking about inanimate objects, but also as a determiner to nominal elements that are both animate and inanimate. On top of that, what can create some special constructions such as exclamatives, what good structures, questions asking about a reason (what makes...), an introductory word in questions or statements expressing surprise, or suggestions and questions expressing a concern about something or someone (what about). What is an indefinite interrogative, which means that the speaker refers to an indefinite group of people or things and thus it is employed much more often than which, which has the same functions as what, yet the speaker refers to a definite group of people or things, which is not as frequent as referring to indefinite groups. Similarly to whose-questions, which-questions are too represented by only one item in the text. [27]
Which student?
>
Která studentka?
It was discussed earlier that which performs the same functions, concerning the matter of sentence elements, as what. The only difference is that which is a definite interrogative as the speaker refers to a definite group of people or things. Czech distinguishes between a definite and indefinite interrogative, too (který, jaký). In our example, the interrogative which functions as a determiner of the word student. The presupposition to the question is Some of the students. There is a definite group of students that the speaker is choosing from. The Czech translation uses the definite interrogative as well, and so it exactly corresponds to the English original. As it was already explained, the use of which in creating phrases is more limited than the use of what, which may be the reason of employing which much less frequently than what. 6.3 When-Questions, Where-Questions When is another interrogative that has only one representative in the text. [28]
When is Gilderoy Lockhart’s birthday, and what would his ideal gift be? Kdy má Zlatoslav Lockhart narozeniny a co by pro něj byl ten největší dárek?
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When is an adverb asking about an adverbial of time. In our example it asks about the time of Lockhart’s birthday. The presupposition to the question is Gilderoy Lockhart’s birthday is at some time. The other clause in the question uses a different interrogative, which belongs to the previous subcategory. If we should compare functions of what and when, we must claim that the use of what is larger beyond compare. The Czech equivalent fully corresponds to the English original. Where-questions, on the other hand, create about four percent of all wh-questions in the corpus. Where, similarly to when, is an adverb that operates in the function of adverbial and asks about a place (position or destination). The presupposed corresponding pronoun is somewhere. In the corpus, only two of where-questions ask about a destination and the rest asks about a position. The two destination-questions are [29]
Take me where?
>
A kam?
Where now?
>
Kam teď?
Neither of the questions in the example is a complete wh-question. The first one employs the interrogative where in final position, which indicates that the speaker either wants the part of the sentence, which provided the information on the destination, to be repeated because he/she failed to hear it or wants to express a surprise at that part of the sentence. Questions asking for repetition of a certain sentence element are called echo questions (cf. Leech, Svartvik 1975) Nevertheless, the speaker might only ask about the destination. Wh-questions with the wh-element at the end are familiar, show a surprise, anger or worries and occur mainly in informal texts. So does the second question Where now?, which consists of initial where and final now and all between has been ellipted as it is known from the context and of no such importance. All other where-questions ask about a position – at/in/from what place. Most of them employ the stative verb be. One question requesting the place of origin occurs in the text: Where did that come from?. This type of where-question uses the preposition at the final position. However, Czech language uses the preposition in the initial position and it creates one word together with interrogative where (kde) when asking about the place of origin – odkud. 6.4 How-Questions How-questions represent nearly 20 percent of all wh-questions in the corpus. It is the second largest subcategory. In all questions in the list, how is placed initially. As it was 57
discussed in the theoretical part, how can perform various functions in the question. The primary sense of how is an adverbial of manner as in [30]
How did you kill that – that thing?
Here the speaker expects to hear the way of killing that thing in the reply. The presupposition to this question is You killed that thing somehow. However, as Quirk suggests, there is the ambiguity whether the interrogative how asks about a process or effect. The introduced question is the example of such ambiguity. The possible answers may be – with a knife, easily or the whole sentence that would describe the process of killing and the addressee can use any of these possible answers. Sometimes the respondent can even ironically use a different answer from which was expected. The Czech translation is Jak jsi dokázal zabít toho… toho netvora?, which indicates that the speaker rather expects the description of the process of killing. Nevertheless, even here other replies may occur, especially if the respondent has no interest to develop the conversation. If we study first eighteen how-questions, most of which employ a verb in present or past simple tense, we come to a conclusion that they either ask about the process (the example above) or about the reason (how is something possible), as in How do you know?, which asks about how it is possible that he/she knows something or, in other words, what is the reason that he/she knows something. Such questions are similar to why-questions in their meaning and they expect a reply that resembles a because-reply in its meaning. Thus the reply to How do you know? might be (Because) I read it in a book. We can also observe that questions with an action verb ask about a process of something and those that employ a stative verb ask about a reason (how is something possible). The Czech equivalents in this group of how-questions mostly correspond with their originals. However, a few differences occur. [31]
How did you escape with nothing but a scar, while Lord Voldemort’s powers were destroyed? Jak to, že ty jsi vyvázl jen s pouhou jizvou, zatímco vznešený lord Voldemort ztratil veškerou svou sílu? How did you survive? Jak to, že jsi to přežil?
Here the English originals both use the interrogative how (jak), yet, their Czech translations use the interrogative phrase jak to, že (how is it that). In these cases, the English originals 58
seem slightly ambiguous as they can ask either about the process or about the reason. Nevertheless, how-questions with action verbs are more likely to ask about the process. The Czech interrogative phrases, on the other hand, indicate quite clearly that the speaker is interested in the reason (What is the reason of your survival?) and might even express a surprise. While the presuppositions of the English originals are You escaped somehow. and You survived somehow., the presuppositions of the Czech translations are You escaped for some reason. and You survived for some reason. Another small difference in the translation is in How on earth d’you know that? and its Czech counterpart Odkud to proboha víš?, where the translator decided to use the interrogative where...from instead of how. The Czech Odkud to víš? sounds very natural and is synonymous with Jak to víš?, thus the Czech translation caused no changes in the meaning. Another group of how-questions uses a modal verb. Some of them express annoyance, fear or surprise instead of seeking information. Some differences between the Czech and English version occur in this group of questions as well. How may I be of assistance? is a phrase that can have several possible translations. The Czech equivalent in the corpus is Čím mohu sloužit?, which is in the complete harmony with the original. If we study howquestions employing modal can, we find that all of them (there are three in the text) have not only dissimilar translations but also their meaning differs. They express surprise and, in fact, expect no answer. As the theory suggests, the interrogative how can combine with other words and create some other meanings. In the corpus, how combines with thick in asking about a proportion, with long in asking about duration and with many when the questions ask about the amount. Among how-questions, we can find some fixed phrases using the interrogative how, too. The phrases that occur in the corpus are how dare, how come and how about. How dare phrases are not considered interrogatives in English and use the exclamation mark at the end. Their Czech counterparts, however, consider them questions and put the question mark after the utterance. Although the form differs in each language, the meaning remains the same. Both languages express annoyance over someone’s manners. How come phrases are in both languages interrogative and express a surprise. The Czech translation is a cože and jak to, že, which is identical with the interrogative phrase used in translation of two questions introduced in example [31], where they formed the counterparts of how interrogatives. Two interrogatives using how about that occur in the corpus express a suggestion in both languages and their Czech translations use the phrase co třeba in both cases. 59
The last group of how-questions employs the interrogative how in combination with the verb be. In these cases, according to Quirk, how can ask for a complement as current attribute, which is the case of most of our questions. Questions such as How are you? or Come in - how’s your arm? ask for evaluation of health or some other aspects. The only howquestion with the verb be that functions differently is How is it that you a skinny boy with no extraordinary magical talent – managed to defeat the greatest wizard of all time?. Here the whole phrase is how is it that and similarly to how come it expresses a surprise at something. The Czech equivalent from the text is jak je možné, že (how is it possible that), which fully corresponds with the English original. Similarly to what, how has quite a number of various functions as the interrogative word and this might be the reason why the proportion of how-questions in the text of the book is rather high. Besides asking about the adverbial of manner, how performs various other functions such as asking about the process of activities, reason, condition, expressing a surprise, annoyance or suggestion. 6.5 Why-Questions Why-questions create approximately 16 percent of all wh-questions in the corpus. It is nearly as large subcategory as the subcategory of how-questions. All why-questions employ the interrogative why in the initial position of the sentence. In this category we can find positive questions, negative questions, questions employing would and questions that have infinitive. One question is abbreviated to the wh-word only, which, as it was already mentioned, is a common feature of informal texts. Positive why-questions in the list have positive presuppositions, which is in accordance with what was stated earlier in the theoretical part. Thus the presupposition of Why do you want it? would be You want it for some reason. All positive why-questions seem neutral and expect the answer in the form of explanation beginning with because (reason) or in order to (purpose). Possible answers to Why do you want it? might be Because I need it. or In order to keep it safe. Almost all positive why-questions in the list can expect either type of the reply. There is one question, the answer to which is likely to use only because and it is But why’s she all – all stiff and frozen?. In the case of this question, only reason appears to be a meaningful reply as there is certainly no purpose of being frozen. There are two positive why-questions in the list that use other than why-interrogative in their translations.
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[32]
Why was he in the upstairs corridor at all? Co vůbec pohledával v té chodbě nahoře? Why do you care how I escaped? Co tobě záleží na tom, jak jsem vyvázl?
These two questions use the interrogative why in the English original and co (what) in the Czech translation. As Dušková comments on this phenomenon, there might be a difference in the construction of the causal elements between English and Czech. Her comments were mentioned in the chapter on what-questions. Yet, the difference that Dušková discusses is opposite to the phenomenon that occurs in the questions from the example. (Dušková 1999: 126) Here the English causative wh-element is represented by the adverbial why, whereas the Czech equivalents use nominal constructions co (what) in the function of object in the former question and subject in the latter one. However, the Czech constructions use no causative verbs and thus they do not correspond with the English subject construction employing subjective what with the causative make, which was described in chapter 6.2. In all respects, the English why was he corresponds with Czech co pohledával and why do you care with co tobě záleží na tom. Also, the possible Czech replies would have different constructions as they would not start with protože (because) and the purpose-construction with aby (in order to) would be entirely excluded. Moreover, the latter question is rather rhetorical and expects no answer at all. One half of why-questions in the corpus is created by negative questions. In accordance with the theoretical part, the presuppositions of negative why-questions are negative as in Why can’t we get through? with the presupposition We can’t get through for some reason. The majority of these questions, except for two, would accept both reason (because) and purpose (in order to) answers as a meaningful reply. [33]
Why can’t we get through? Why hadn’t they been able to get onto platform nine and three – quarters?
As it is obvious from the example, the two questions do not differ from the rest of the questions in their form, yet, the answer explaining the reason (in order to) would not be fully suitable. Their only common feature is the verb can/be able to, which expresses the ability and that might be the reason for the limits. It seems that questions about ability allow merely the answer with because. Here it is appropriate to emphasize that it is not
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the intention of the speaker to ask either for the purpose or for the reason, it is the respondent that is responsible for making the choice between these two types of answers. Another example from this group of questions that is worth mentioning is [34]
Why couldn’t you have told us all this yesterday when we were awake? Proč jsi nám to všecko neřekl včera, když jsme nebyli ospalí?
This sentence is an interrogative with all its typical features, but still the function is not requiring information concerning the purpose or reason. The question is most likely to express a non-fulfilment of duty with reproach (cf. Gethin 1992) as it is suggested by the modal verb could in combination with the perfect infinitive have told. However, the Czech translation is not as explicit in expressing the reproach as the English original, and so To jste nám to nemohl všecko říct včera, když jsme nebyli ospalí? might have been more appropriate to represent the original idea. As it was further discussed in the theoretical part, if why is followed by a negative verb phrase, it may function as a suggestion. In the group of negative why-questions from the corpus, only four that might be consider suggestions occurred. [35]
Why don’t they just chuck all the Slytherins out? Proč jednoduše nevyhodí celou zmijozelskou kolej? But why don’t you leave? Escape? Tak proč u nich zůstáváš? Proč neutečeš? Sir, why don’t you apply for the headmaster’s job? Proč vy se vlastně neucházíte o místo ředitele? Why don’t we meet in Diagon Alley? Co kdybychom se sešli na Příčné ulici?
If we study the four questions, we find that they all use the verb in present simple tense. It appears that negative why-questions with present simple verb phrase are more likely to express the idea of suggestion. Nevertheless, only one of these questions has been translated as a suggestion. The first three have the same construction with the interrogative proč (why) as the English original. The reason why it is so might be that the use of proč (why)construction in Czech expresses the idea of suggestion, too. However, such a construction for the first person plural sounds rather unnatural in Czech, and thus the suggestion-construction co kdybychom has been used instead. 62
Among remaining why-questions there are three positive questions that employ the modal would. These all express a surprise in combination with annoyance and expect no answer. Their Czech counterparts use the construction, which is in accordance with the original. In two questions from the list the interrogative why is followed by a bare infinitive, one of which is positive and one negative. The theoretical part of the thesis introduces Alexander’s argumentation that why not followed by a bare infinitive expresses a suggestion, similarly to negative why-questions with a finite verb phrase. (Alexander: 267) Nevertheless, the translation of But why not join the feast afterward? is Ale proč jste se potom nevrátili na školní slavnost?. The Czech counterpart rather expresses a surprise than suggestion. The question Why go up to that corridor? might be abbreviated Why did you go up to that corridor?, in which case it would fully correspond with its translation Proč jste šli do té chodby nahoře?, or abbreviated Why should we go up...?, but that would not be in harmony with the Czech equivalent. The last why-question Why so modest, Gilderoy? is an abbreviated form, too. The full version of the question is Why are you so modest, Gilderoy? The Czech counterpart Cože jste tak skromný, Zlatoslave? has the full form construction, so do the previous translations of English abbreviated forms. The list of why-questions shows that they perform a number of functions in the text, as well. The functions of questions that appear in our list are asking about a purpose or reason, suggestions, a reproach and also a surprise. Again, the variability of the interrogative why may be the reason of such a large representation of why-questions in the text. 6.6 Summary of the Wh-Questions Analysis Chapter 6 studies wh-questions, which create the largest category of all questions in the book, namely 35 percent, and can be found in corpus 2. They have been arranged according to the wh-interrogative they employ. The interrogative wh-words that occur in the text are who, whose, what, which, when, where, how and why as it is illustrated in diagram 2. Diagram 2; Wh-Question structure
The first category that was examined refers to who questions, which create about seven percent of the total number of wh-questions. The interrogative who is positioned 63
initially in most cases and predominantly in the function of the subject or complement. Only a few wh- interrogative words function as the object, none of which was prepositional. Whoquestions always ask about animate entities and most of them are neutral. The presupposition of who is someone/somebody. The Czech equivalents of these questions are more or less identical in their form. The only significant difference is that the Czech interrogative pronoun who has various inflections as the language uses seven grammatical cases. Since the whosequestion has only one representative in the text, it has been analyzed in the same chapter as who-questions. Whose has the function of the determiner and asks about a possessive pronoun. The presupposition is someone's. The Czech translation, however, uses an objective interrogative who instead. Another category that has been analyzed consists of whatquestions, which represents by far the largest subcategory of the wh-question, namely 50 percent, which is 16 percent of all questions in the book. What functions mostly as the subject, object or complement. The function of the determiner is not so frequent in the text. What asks about inanimate entities as the pronoun and about attributes of both animate and inanimate entities as the determiner. Almost all questions are positive. Several questions in the text employ what as a part of fixed constructions that express a surprise, suggestion or exclamation. Most what-questions in the text are neutral, but still a small group of them carries different pragmatic functions than asking for information. The presuppositions to what are something for the subject, object and complement and some for the determiner. Similarly to yes-no questions with a modal verb, the structure of Czech equivalents tends to differ when the questions have different functions than asking for information, especially when English originals use some special what-constructions. What has various inflective forms in Czech as well. The interrogative which is, similarly to whose, represented by only one sentence in the text. It has the function of the determiner which asks about the attribute of an animate or inanimate entity. The presupposition of which is some of. The Czech counterpart is identical with its English original in this case. When-interrogative is another wh-element that is represented by only one question in the text. When performs the function of and asks about the adverbial of time. The presupposition is at some time. The Czech equivalent fully corresponds with the original. The next wh-group that has been analyzed is the group with where-questions. This group creates approximately four percent of all whquestions. The wh-element performs the function of adverbial. Two questions ask about a destination and the rest about position. The presupposed adverb to where is somewhere for both the destination and position. The questions about the position employ the verb be in most cases. The Czech translations are generally in harmony with the English originals as their 64
function is neutral in all cases. The form of wh-interrogative differs in the case of one pair, namely the interrogative asking about the place of origin, which uses the preposition from at the end in the English version and the compound interrogative odkud in the Czech language. How-questions represent 20 percent of all wh-questions, which is the second largest subcategory. The adverb how asks either about a process when using a dynamic verb or about a reason when using a stative verb. The presupposition of how is the adverb somehow. Besides neutral questions where how asks about the process or reason, some questions expressing a surprise, annoyance or suggestion occur in the text, and those employ how as a part of fixed constructions. Czech neutral questions generally resemble their originals. Nevertheless, how-questions, which are idiomatic, use different constructions in Czech language. The last wh-interrogative that has been examined in the practical part was the whyquestion, which creates 16 percent of all wh-questions. Why asks about a reason or purpose. Why-questions are either positive, all of which are neutral, or negative, which include neutral questions as well as suggestions. Some positive why-questions employing modal would express a surprise or annoyance. The presupposition of why is for some reason. Similarly to some categories summarized before, neutral questions are in accordance with their Czech translations, while questions expressing different functions very often differ from its Czech counterparts.
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7 Tag Questions Analysis Since the main corpus contains no alternative questions, this chapter studies the tag questions that occur in the book. The volume of this category is approximately eleven percent of all questions in the book. They have been excerpted, placed in corpus 3 and consequently categorized into groups according to what operator they use. The operators employed in the tag questions in the corpus are do, be, have and some modal verbs. The last subcategory introduces other types of tag questions than those that are created by the operator and subject, which, in fact, resemble to Czech tag question alternatives. Some instances in this chapter, similarly to previous chapters, will be discussed more in detail. Tag questions with the operator do form one quarter of all tag questions in the list. The operator do stands for the verb in present simple tense and did for past simple. All operators are followed by the pronoun that represents the subject from the declarative, which precedes the tag. All these phenomena are in accordance with the information stated in the theoretical background. However, some irregularities occur in this subcategory. [36]
Dudley gets enough, don’t you, son? Bet you loved that, didn’t you, Potter? 66
As we can observe from the example, the tag don’t you in the first question does not correspond with the preceding declarative. The speaker is engaged in a conversation with two people, namely his son and another person. The declarative Dudley gets enough is aimed at the person, yet the tag question don’t you, son?, where the speaker is assuring him/herself that the statement is true, changes the receiver and is pointed at the son, who is asked to confirm the statement that is related to him. The latter question is a complex sentence, which consists of two clauses, and the full version is I bet that you loved that, didn’t you, Potter?. Dušková’s comments on this phenomenon are that if the tag is appended to a complex sentence, it generally belongs to the main clause. The exceptions are sentences that express the speaker’s opinion, in which case they correspond with the subordinate clause. (Dušková 1988: 319) And this is the case of the sentence introduced in the example, where the speaker introduces his/her opinion represented by the verb bet. Another irregularity occurs in the sentence [37]
Wanted to arrive with a bang, did we, boys? Chtěli jste přijet, aby to byla bomba, že, chlapci?
Here the polarity of the tag is identical with the polarity of the declarative, both of them are positive. This type of the tag is rather infrequent and, as Quirk explains, it functions as a sarcastic or scolding remark instead of asking for confirmation. In spoken discourse it has a rising tone. (Quirk: 812) Nevertheless, in the Czech sentence the sarcasm is expressed less visibly. Further particularity of this sentence is that the pronoun in the tag indicates that the subject in the corresponding declarative should be first person plural, and so the full version of the declarative would be We wanted to arrive with a bang. But why would the boys be sarcastic to themselves? Moreover, the Czech translation uses the second person plural, which indicates that someone else is speaking to the boys in a sarcastic way and, in fact, the Czech version seems more meaningful than the English original. In the theoretical part of the thesis it was stated that Czech language employs no such tag questions that would fully correspond with the English ones. It uses other structures to produce the same function instead. The Czech structures that occur in this subcategory are že ano, snad, že, ne, že ne, nebo ne, nezdá se vám, co říkáš, řekni, viď, vy ne and že je to tak. The ensuring expression že is the most frequent in this group of tag questions. Also, one tag question has no counterpart in its Czech version And you framed him, didn’t you?> A tys ho nařkl z něčeho, co neudělal. Next group of tag questions consists of tags with the verb be in the present, past and future tense. They create about 20 percent of tag questions in the corpus. In this group some 67
irregularities occur as well. Five statements are ellipted and the subject with verb is omitted. However, they are in harmony with their tags as well as with their Czech translations. The sentence That’s not the kind of thing you bandy about with Slytherin’s heir on the loose, is it? employs the demonstrative pronoun that in the role of the subject, which is replaced by the personal pronoun it in the tag, which corresponds with the information stated in the theory. Another example worth mentioning is [38]
Gryffindor against Slytherin, is it not? The verb be in the tag, which is displayed in the example, is negative. For informal
discourse it is typical to attach the particle not to the operator. Yet, in our example the verb and the particle are separated and the particle is placed after the subject, which is a typical feature of formal discourse. Such a phenomenon might indicate some irony or sarcasm in the tone of the speaker. The speaker might as well express a surprise at the stated information. Similarly to the other five sentences, this declarative ellipted and the subject and verb it is are omitted. The following example shows another the tag question with the same polarity as the declarative. [39]
I expect I was hopeless, was I? Můj ty bože, počítám, že jsem byl dost beznadějný případ, ne?
As it was mentioned earlier, the tag with the same polarity as the declarative may function as a sarcastic or scolding remark. Dušková points out that tags of the same polarity also often follow statements where speakers state different opinions from their own ones. (Dušková: 320) The reason for using the tag of the same polarity with the declarative in our example might be either that the speaker is angry with him/herself, and is making a scolding remark, or that he/she does not agree with the statement. However, neither of these functions is evident in the Czech translation, where the tag question has the opposite polarity from the statement, which rather indicates that the speaker is assuring him/herself. On the other hand, the utterance můj ty bože may, in fact, imply some scolding of the speaker. Example [40] displays how different the original and its translation can be. [40]
You were the youngest House player in a hundred years, weren’t you, Harry? Ty jsi nejmladší hráč kolejního družstva za celých sto let, Harry?
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Here the English original consists of a declarative and the tag question weren’t you, which assures about the validity of the statement. It means that the speaker is nearly sure about the fact that Harry was the youngest House player and only needs to confirm the information. Nevertheless, the Czech translation uses a polar question where the speaker is not aware of the fact at all whether Harry was the youngest House player or not. More suitable translation might be Tys byl nemladší hráč kolejního družstva za celých sto let, že/viď/je to tak? Czech structures used in this subcategory of tag questions were ne, co říkáte, že jo, viď, co, že, že ne, viďte, pokud vím, nemám pravdu, přece, nebo se snad mýlím, prosím tebe and že to dokážete. Similarly to the previous subcategory, one tag question has no equivalent in its Czech translation. Another group of tag questions employs the operator have. It forms only seven percent of all tag questions, which indicates that this group is the smallest one. There are no irregularities in this group of tag questions except for two tags that have no counterparts in their translations. [41]
I’d never have believed it - the time’s flown, hasn’t it? Opravdu bych nevěřil, že to tak uteklo? You haven’t seen Ron or Hermione, have you? Neviděl jsi náhodou Rona nebo Hermionu?
The first of the two examples expresses astonishment at the fact that the time has flown. It is a combination of an exclamative and a declarative with a tag question. Thus the speaker shows a surprise at the beginning and then he/she assures him/herself that the listener shares the same opinion. The Czech question, on the other hand, contains no tag question. It expresses astonishment indeed, but the assurance is not presented there. Moreover, the utterance finishes with the question mark despite the fact that it functions as the exclamative only. More corresponding translation might be Tomu bych teda v životě nevěřil - uteklo to ale, co?. The latter declarative with the tag have you? assumes that the listener has seen neither Ron nor Hermiona and the tag asks for confirmation of this assumption. However, the Czech equivalent seems to function as a neutral question about whether he/she happened to see Ron or Hermiona, which has no bias toward a positive or negative answer. The Czech translation might resemble the original better if it used the fullstop instead of the question mark at the end. The Czech counterparts of English tags in this group are že and nebo snad ano. 69
The following group is created by tag questions containing a modal verb and it forms nearly one quarter of all tag questions in the corpus. Among these tag questions occur only a few irregularities. [42]
No one else would be able to find it, would they? The person wouldn’t want that lying around, would they?
It is obvious that the tag questions in the example use the pronoun that does not fully correspond with the subject from the declarative. It is stated in the theoretical part that if a statement contains an indefinite pronoun, the question tag replaces it by the definite pronoun they. (Alexander: 257). The reason for doing so is that if an indefinite pronoun is used in the role of the subject, we cannot determine the gender and therefore the tag uses the pronoun they and in this manner we avoid prioritizing one or the other gender. But as we can observe from the example, it is not only indefinite pronouns that are replaced by they in the tag, but also nouns that have no gender attributes as the word person in the example above. Another example that represents some irregularities is [43]
Er – I’ll just go, shall I? I’ll leave you to deal with Potter and Weasley, shall I?
One irregular phenomenon in this example is that the modal will from the declarative has been replaced by shall in the tag, which performs the same function as will. The other irregularity is that the tag has a congruent orientation with the statement – both of them are positive. This type of tag questions has been discussed earlier in this chapter. Quirk further suggests that this type of tags is very often preceded by oh or so, which resembles the filler er from the example in its function. These tags are “indicating the speaker’s arrival at a conclusion by inference, or by recalling what has already been said.” (Quirk: 812) In the former sentence from the example, this means that the speaker perhaps came to a conclusion that it is appropriate to go away. The tag question in the latter sentence functions similarly to the first one as the speaker considers more suitable if he/she abandons dealing with Potter and Weasley him/herself. Moreover, the translation of this tag question with its declarative Takže s Potterem a Weasleym to vyřídíte vy že ano? does not fully correspond with the original as it does not express the idea of coming to a conclusion. To indicate that we arrived at a conclusion by inference, the translation Tak já vás to raději nechám s Potterem a Weaslym vyřídit, ano? might represent the original idea better. 70
Czech translations of the tags in this group are nemám snad pravdu, nebo snad ne, viďte, nemyslíte, nemyslíš, viď, co říkáš, nemyslíš, co myslíte, že ano and že. All Czech translations in this subcategory contain a tag question. The last group of tag questions consists of those that have different forms from what has been discussed so far. In fact, they resemble Czech tag questions in their form. Yet, the Czech translations in the corpus are different. This group of tags creates 20 percent of tag questions in the text. There are two items in this subcategory that deserve more attention and analysis. [44]
Is Lockhart the smarmiest bloke you’ve ever met, or what? Ten Lockhart je vážně nejúlisnější chlápek, jakého jsme kdy viděli, nezdá se ti?
If we study the English original, we can observe that it is not a declarative sentence with a tag question, but an alternative question in its form which rather functions as a sarcastic remark. It is the only representative of the alternative question in the book, and because the Czech translation uses a tag question it is dealt with in this chapter. As it was mentioned, the original and the translation have a different form and thus the function is slightly different, too. The original indicates irony in its tone as the speaker expresses impatience at the listener’s reaction on the fact that Lockahrt is too smarmy. The Czech translation, on the other hand, uses a declarative with tag question, which does not express annoyance or irony but rather gives a statement and verifies its correctness. If the Czech version should resemble the English original in its function it might be more suitable to use Je snad Lockahrt ten nejúlisnější chlápek, jakýho jsi kdy viděl, nebo co?. The other item worth mentioning is [45]
It won’t matter that we never asked Myrtle, then! Teď už na tom nezáleží, že jsme se Uršuly nemohli zeptat, viď?
Similarly to example [44], here the English original contains no tag question but the Czech translation does. Again, the Czech version verifies the relevancy of the statement, whereas the English original only assures the listener with the discourse marker then at the end. Thus a more corresponding translation would be To přece nevadí, že jsme se Uršuly nikdy nezeptali! Here is the list of all other question tags in this group and their Czech counterparts: eh? > co?; all right? > jasné?; all right? > ano?; okay? > ano?; okay? > platí?; I suppose? > viď?; I believe > že?; remember? > copak to nevíš?; remember? > pamatuješ se? As it was 71
mentioned earlier in this chapter, these tag questions resemble Czech tag questions in their form as they are created independently to their statements, but still, their translations are not fully identical with them. The reason is that Czech and English have different fixed phrases that are used in the role of tag questions.
7.1 Summary of the Tag Questions Analysis Chapter 7 deals with the tag question, the volume of which is approximately eleven percent of all questions. The tag questions have been ordered according to what operator they use and are to be found in the appendix in corpus 3. The volume of each type of the tag question is demonstrated in diagram 3. Diagram 3; Tag Question Structure
The English tag question follows a declarative clause and uses the appropriate operator with the subject represented by its pronoun in the inverted word order. The tag question generally has the opposite polarity to the declarative clause. The tag questions from the text have been divided into five groups. The first group employs the operator do with the declarative in the present simple tense. This group creates 25 percent of all tag questions. The second group uses the operator be and the volume is 20 percent. The third group is created by tag questions with the operator have and with its size of 10 percent it is the smallest group in this category. The fourth group employs modal operators and forms 25 percent, which indicates that it is the largest subcategory together with the do-tags. The last group, which creates 20 percent, consists of other types of tags, which are formed independently from the declaratives and thus they resemble the Czech form of the tag question. A few irregularities occur in this category as some tags have the same polarity with the declarative. Those express a sarcastic or scolding remark, unlike regular tags, which generally express an assurance. The Czech translations use completely different structures of
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their tag questions. In fact, the last category of the English tag question resembles the form of the Czech tag question.
8 Indirect Questions Analysis This chapter, which is the last chapter of the thesis, focuses on the analysis of indirect questions that occur in the electronic version of the book Harry Potter. Indirect questions are reported questions that are no more interrogative clauses but declarative sub-clauses. They are generally preceded by introductory clauses, which function as main clauses. It is the smallest category to be analysed and it makes up four percent of all questions in the book. The questions have been excerpted from the book and ordered in corpus 4 according to the interrogative wh-word they employ. Since the questions are indirect, their wh-words have no more the function of interrogative words, but they take the role of connectors between introductory and subordinate clauses. Wh-connectors that occur in this category are who, what, where, how and why, which indicates that all indirect questions in the book originate from wh-questions and none from yes-no questions. Due to such a small volume of this category, the subcategories will be discussed altogether and not separately as it was in previous chapters. Some interesting items will be analysed in more detail. The first phenomenon to be discussed here is whether the sentences are interrogative and written with the question mark at the end or declarative with the full stop. As it was stated in the theoretical part in chapter 4.4, the fact if the sentence is interrogative or declarative depends on whether the introductory clause is a question or a statement. In the case of indirect questions, the introductory clause always functions as the main clause and the indirect question has the role of the subordinate clause, which is the reason why the introductory clause determines whether the whole sentence should be declarative or interrogative. However, if study the sentences in the corpus, we find that about half English originals have the question mark at the end despite the fact that their introductory clauses have forms of either imperative or declarative. Among them we can find guess (imperative form), I wonder (four times), ...if you can’t see, I didn’t realize and he’d have to tell... Czech translations use 73
the question mark with other than interrogative introductory clauses, too, but to a slightly smaller extent. Czech introductory clauses with the question mark are vůbec jsem si neuvědomil, vysvětlete mi, musel by někomu z učitelů říct, to bych rád věděl and nechápu, one of which is imperative and the rest declarative. The explanation of the occurrence of such a phenomenon might be that authors simply ignore the fact that the sentence is no more interrogative. It is highly probable that a formal piece of text would not contain such inaccuracies. Another feature typical for informal speech is when the word order remains interrogative in the indirect question with fronting of the operator. As Jacobs claims, some speakers of colloquial English treat the embedded questions as if they were not embedded concerning the word order, but still they make other changes characteristic for indirect speech. (Jacobs: 274) [46]
I didn’t realize how can I speak a language without knowing I can speak it?
Example [46] represents such a feature as the indirect question has kept its original word order. Thus instead of how I can speak..., which is correct word order for an indirect question, it uses how can I speak..., which places the operator in front of the subject. Moreover, it is one of the sentences that use the question mark at the end despite having a declarative introductory clause. No other indirect question in the corpus places the operator initially. There are four indirect questions in the text that employ the wh-word in the role of the subject and therefore the word order remains the same in the direct as well as indirect question. The following example introduces one of them. [47]
I wonder who’ll be teaching us?
The form of the direct question Who’ll be teaching us? would be identical with the form of the indirect one The wh-word who serves as the subject in both the direct and indirect forms of the question. Again, the sentence in example [47] shows a declarative introductory sentence with the question mark at the end. Unfortunately, the indirect questions in the corpus contain no some or any words, which would prove the fact stated in the theory that the indirect questions keep non-assertive items. They even employ no adverbs that would represent some shifts that have to be implemented when transforming a question from direct to indirect. If we compare the English originals with its Czech translations, we find that all Czech sentences, except for one, have the form of the indirect question, too. The only exception is 74
Wonder what Potter’s written in this? > Copak si tam asi Potter píše?. Here the Czech version has given precedence to the direct question form, which performs the same function as the English indirect original. The curiosity in the Czech question is expressed by the interrogative copak, which has replaced the neutral co. Moreover, three introductory clauses differ in their form in both languages, namely English imperative guess with Czech interrogative jestlipak víte, English declarative I want to know with Czech imperative vysvětlete mi and English declarative you can imagine with Czech interrogative dokážeš si představit. 8.1 Summary of the Indirect Questions Analysis The last chapter of the practical part of the thesis, chapter 8, focuses on the category of the indirect question. Again, the questions or, in this case, rather sentences have been arranged according the wh-element they use and enclosed in corpus 4 to the thesis. The percentage share is represented in diagram 4. Diagram 4; Indirect Question Structure
The wh-elements have the role of connectors between the introductory clause and the indirect question. The wh-connectors that occur in this category are who, what, where, how and why. The most frequent irregularity that results from the study of this category of the question is that relatively a large number of the sentences use the question mark at the end despite the fact that the introductory clause, which is the main clause, is declarative. The Czech translations of the indirect questions are generally in harmony with their English originals.
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Conclusion As it was stated in the introduction, the main objectives of the diploma thesis were to perform analysis of questions excerpted from the electronic book Harry Potter and the Chamber of Secrets by J. K. Rowling and their comparison with the Czech translation. The analysis involved syntactical, semantic as well as some pragmatic aspects of the question and presented the percentage proportion of each category of the question in the text. The comparison with Czech equivalents was mainly aimed at the form of both versions as the functions should generally be in harmony. After introducing the theoretical background of the question in chapters 1 to 4 of the thesis, the practical part in chapters 5 to 8 carried out the analysis of four major categories of the question that occurred in the text. These categories and their percentage occurrence in the text are represented in diagram 5. Diagram 5; Question Structure
After studying the summary of the yes-no question, we can draw the following conclusions about using the yes-no question in an informal piece of discourse. The greatest part of yes-no questions was formed by positive questions. The high number of positive yesno questions may be caused by the fact that they can perform more functions than negative ones. While positive questions can be both neutral and conducive, negative yes-no questions are only conducive. On the other hand, it does not mean that neutral questions prevail because if we summarize the total amount of positive and negative questions that are conducive, we discover that half of them are conducive and half neutral despite the fact that the group of positive ones is a lot larger than the group of negative ones. The situation with the Czech positive and negative yes-no question is different, though. Czech questions rather use lexical indicators to express conduciveness or neutrality such as words copak, snad or they place a pronoun initially, no matter whether they translate English positive or negative yes-no question that is conducive. English questions indicate conduciveness either grammatically by using negative yes-no questions or lexically in positive questions by using an assertive item, the word really, a certain grammatical verb tense or the pragmatic category might be suggested by the context. Some inaccuracies occurred in the text when the Czech translation indicated no conduciveness at all. And this is what we always have to pay attention to when transferring an English text into Czech. The yes-no questions with a modal verb in the text employed the verb can most frequently as a result of a broad use of this modal. Can expresses 76
ability as well as possibility and is used in both formal and informal discourse. Since our text was informal, the occurrence of can prevailed by far over may. Czech translations in this subcategory resembled the English originals when the questions were neutral. Nevertheless, when the questions functioned as suggestions, polite requests or orders, the Czech questions tended to use rather lexical devices than grammatical ones to express these functoins. The last subcategory of the yes-no question comprised of the questions that were ellipted as they were omitting the operator, subject and sometimes the main verb, too. Their occurrence in the text is an indicator of informality as they would never be found in a formal piece of a text. Another feature of informal discourse was contracted forms of the operator with the subject. As it was already discussed in the summary, Czech equivalents of ellipted questions do not seem to contain any ellipses as they generally use no operators and even the subject is in most cases left out. When having read through the summary on the wh-question we arrive at the conclusion that they create the largest category of the question in the book. Their proportion in the text is as high as 35 percent. The reason is that the wh-question can ask about each sentence element; whereas the yes-no question asks only about the whole predicate whether it is true or not. The wh-question has its presupposition according to which whinterrogative is employed and this is one of the features that distinguish the wh-question from the yes-no question. The most employed and multifunctional wh-interrogative was what. It is no surprise because what functions as the pronoun as well as determiner and is also included in a number of fixed expressions. The interrogative which has the same number of functions in the sentence as what, however, it is a definite pronoun, and moreover it does not participate in fixed expressions so frequently and thus its use in the text is incomparably smaller than the one of what. Wh-questions in the text indicated some features of an informal piece of discourse, too, mainly the short forms of questions containing the wh-element only. Concerning the Czech translations, we can conclude after examining the summary that neutral questions generally have the same form in both languages while the translations of whinterrogatives with different functions such as suggestions, fixed phrases or expressions of a surprise, disbelief, annoyance or a reproach use different devices or phrases to express these functions in Czech than in English. It results from the summary of the tag question that the Czech tag question has a completely different form than the English one. The Czech tag question is formed independently from the declarative. However, an interesting fact can be observed when examining the proportions of individual types of the tag questions from the text, and that is 77
that as much as 20 percent of English tags have the same form as Czech ones, i.e. that their form is independent from the declarative clause. Although this phenomenon can be perhaps observed merely in informal discourse, it is quite surprising that it is emphasised only marginally when teaching English and a lot more attention is paid to regular tag questions that are created by the operator and subject from the declarative. The last category of the question that was studied in the thesis was the indirect question. We can conclude that the English indirect question differs from the Czech one in its word order. While the English indirect question follows the word order of the declarative, the word order in the Czech indirect question remains the same as in the direct question. This fact results in frequent making mistakes when creating indirect questions by Czech speakers, especially in spoken discourse when they have little time for preparation of the sentence. Further observation shows that some indirect questions use the question mark in both languages although the introductory clause is not interrogative. An interesting fact, which results from the analysis, is that the occurrence of what-indirect questions is not as frequent as in the case of direct what-questions. As a general conclusion of the thesis we can claim that interrogative clauses have a number of various functions and it is not definite that a sentence with the question mark is asking about something or seeking information. This phenomenon is called the indirect speech act and we all should be aware of this fact when creating, replying, translating or teaching the question.
Bibliography
Alexander, L. G. Longman English Grammar. Harlow: Longman, 1988 Dušková, Libuše. Mluvnice současné angličtiny na pozadí češtiny. Praha: Academia, 1988 78
Dušková, Libuše. Studies in the English Language. Praha: Karolinum, 1999 Gethin, Hugh. Grammar in Context. Harlow: Longman, 1992 Greenbaum, Sidney, and Randolph Quirk. A Student’s Grammar of the English Language. Harlow: Longman, 1990 Grepl, Miroslav, et al. Příruční mluvnice češtiny. Praha: Nakladatelství Lidové noviny, 1995 Hladký, Josef. Úvod do studia anglického jazyka. Brno: Masarykova univerzita, 2006 Jacobs, Roderick A. English Syntax: A Grammar for English Language Professionals. New York: OUP, 1995 Leech, Geoffrey, and Jan Svartvik. A Communicative Grammar of English. Harlow: Longman, 1975 Oxford Collocations. Oxford: OUP, 2003 Rowling, Joanne. K. Harry Potter and the Chamber of Secrets. eBook. Ulozto.cz. Web. 20 Feb. 2011.
. Quirk, Randolph, Sidney Greenbaum, Geofrey Leech, and Jan Svartvik. A Comprehensive Grammar of the English Language. New York: Longman, 1985 Swan, Michael. Practical English Usage. Oxford: OUP, 2005
Appendix Corpus 1; Yes-no Questions Do I look stupid?
Vypadám snad jako takový hlupák?
Do they know you're here?
A oni vědí, že jsi tady?
So, does your dad know you've got the car?
A váš tatínek ví, že máte jeho auto?
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D'you think he was lying?
Myslíš, že lhal?
Do you think he's all right?
Myslíte, že se mu něco stalo?
D'you want to tell me ... ?
Mohl bys mi vysvětlit ... ?
D'you really think there's a Chamber of Secrets?
Ty si opravdu myslíš, že nějaká Tajemná komnata existuje?
D'you realize how much we're going to have to steal, Hermione?
Uvědomuješ si, co všecko budeme muset ukrást, Hermiono?
D'you know if the person who opened the Chamber last time was caught?
A ty víš, jestli toho, kdo Komnatu otevřel naposled, chytili, nebo ne?
Do you know anything about the Chamber of Secrets?
Víš něco o Tajemné komnatě?
Do you think we should go and ask Hagrid about it all?
Myslíte, že bychom měli za Hagridem zajít a na to všecko se ho zeptat?
D'you think they suspect Hagrid?
Myslíš, že mají podezření na Hagrida?
Riddle, do you mean you know something about these attacks?
Raddle, má to snad znamenat, že o těch přepadeních něco víte?
D'you call this a house?
Vy tomu říkáte dům?
Do you think it's Malfoy, Harry?
A co ty, Harry – nemyslíš, že za tím stojí Malfoy?
D'you think it's gone?
Myslíš, že je to pryč?
Do you know what did kill that girl?
Ty víš, kdo to děvče doopravdy zabil?
D'you think there's any chance at all she's not – you know…
Myslíš, že vůbec je nějaká naděje, že není,… víš, co myslím…
D'you know what?
Víš co?
Do you feel brave, Harry Potter?
Připadáš si teď statečný, Harry Pottere?
Do you feel safe now?
Máš jistotu, že se ti nemůže nic stát?
Do you see what he's doing, Potter?
Vidíš, co dělá, Pottere?
Do you live here?
Vy tady bydlíte?
Beds empty! No note! Car gone – could have crashed – out of my mind with worry – did you care?
Postele prázdné! Nikde ani řádka! Auto pryč… mohli jste se někde vybourat… div jsem se nezbláznila strachy… to jste nepomysleli…?
Did Lucius Malfoy buy anything?
Koupil tam Lucius Malfoy něco?
Did this mean he wasn't a proper wizard?
Že by snad nebyl opravdový kouzelník?
Did it work?
Tak co, zabralo to?
Did you see anyone near here that night?
Neviděla jsi tady ten večer někoho?
Did you get them?
Tak co – povedlo se?
Did you hear about Hermione?
O Hermioně už to víš?
D – did I?
To – to že jsem říkal?
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Did you see…?
Neviděl jsi…
And did you say it's been opened before?
A – říkal jsi, že už kdysi byla otevřená?
Did he, now?
To že řekl?
… is there any particular reason you're here?
… máš k tomu nějaký zvláštní důvod, abys tu byl?
Is there anything missing?
Neztratilo se ti nic?
Good lord, is it Harry Potter?
Propánakrále, ty jsi opravdu Harry Potter?
Is it easy?
Je to lehké?
Is that your own broom?
Tohle je tvoje vlastní koště?
Is that the best one there is?
Je nejlepší na světě?
Is it true there are four balls?
Je pravda, že se hraje se čtyřmi míči?
Is that clear?
Je to všem jasné?
Is he ill?
Ono je mu špatně?
Is that supposed to be music?
To má být hudba?
Oh, is that all?
A nic víc?!
Is it Hagrid?
Hagrid?
Oh, are you starting at Hogwarts this year?
Cože, ty už letos jdeš do Bradavic?
Are you coming into Gringotts, Harry?
Půjdeš ke Gringottovým, Harry?
Are you okay?
Jsi v pořádku?
Are you all right?
Nestalo se ti nic?
Are you sure?
Víš to jistě?
Are you speaking to me again?
Ty se mnou už zase mluvíš?
Are you two okay?
Jste oba v pořádku?
Hermione, are you okay?
Hermiono, jsi v pořádku?
Are you crazy?
Ty ses snad zbláznil?
And are both your parents…?
A oba vaši rodiče…
Are you okay, Hagrid?
Jsi v pořádku, Hagride?
Are you okay?
Jsi v pořádku?
Are you going somewhere?
Vy někam jedete?
Are you okay?
Nestalo se ti nic?
Are you a ghost?
Ty jsi duch?
Are you crazy?
Blázníš?
Am I a professor?
Já že jsem profesor?
Was it a phantom, to whom
Byl to snad nějaký přelud, pro který
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stone ceilings didn't matter?
kamenné stropy nejsou žádnou překážkou?
But was this dying?
Bylo to však umírání?
Have you been stopping my letters?
Takže tys přede mnou dopisy od nich schovával?
Have you any idea how worried I've been?
Máte vy vůbec tušení, jaké jsem si o vás dělala starosti?
Have you got any Muggle money?
Máš nějaké mudlovské peníze?
Have you read his books?
Četli jste jeho knihy?
Have you – did you read…?
Vy jste – vy jste mi četl…
Have you ever seen spiders act like that?
Už jste někdy viděli, že by se pavouci chovali takhle?
Have you ever heard of a decent one who could talk to snakes?
Nebo jsi už slyšela o nějakém slušném čaroději, který by dovedl mluvit s hady?
Have you ever heard of a plan where so many things could go wrong?
Už ses někdy řídil plánem, ve kterém může selhat tolik věcí?
Have you two been pigging out in the Great Hall all this time?
To jste se celou dobu cpali ve Velké síni?
Have you still got Millicent's nose or something?
To ještě pořád máš Millicentin nos či co?
Have you been setting anything mad and hairy loose in the castle lately?
Nepouštěl jsi v poslední době po hradě něco běsnícího a chlupatého?
Have you seen something?
Viděla jsi něco?
Have you thought how we're going to get back up this?
Uvažoval jsi o tom, jak se tím dostaneme zpátky nahoru?
So – have you stopped the attacks yet?
A co – už jste ty útoky zastavili?
Have you caught the culprit?
A našli jste pachatele?
Had Harry been stupid to take Dobby seriously?
Byl Harry opravdu bláhový, když Dobbyho řeči bral vážně?
D'you think – would it be all right if – can I have a picture?
Poslyš – neměl bys nic proti tomu kdybych můžu si tě vyfotografovat?
Don't you care what this looks like?
Copak vám nesejde na tom, jak to vypadá?
... ,don't you remember?
... ,ty už se nepamatuješ?
Don't you think it's funny?
Tobě to nepřipadá srandovní?
Please, sir, don't legends always have basis in fact?
Promiňte, pane profesore, cožpak se a pověsti vždycky nezakládají na faktech?
Don't you people realize the danger has passed!
Copak vy nechápete, že nám už žádné nebezpečí nehrozí?
Don't you want to know how Ginny got hold of that diary, Mr. Malfoy?
Chcete vědět, jak Ginny k tomu deníku přišla, pane Malfoyi?
Didn't you hear him as we were leaving?
Copak jsi ho neslyšela, když jsme odcházeli?
Didn't you hear it?
Vy jste ho neslyšel?
Didn't I just say how nice Myrtle's looking?
Že jsem právě říkala, jak to Uršule sluší?
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Didn't you tell me you were sure you knew what was inside it?
Ano, copak jste mi neříkal, že víte docela jistě, co se skrývá uvnitř?
Didn't you say that ... ?
Neříkal jste snad, že ... ?
Aren't you finished yet?
To jste ještě neskončili?
Aren't you Lucius Malfoy's son?
Nejsi ty syn Luciuse Malfoye?
Aren't there supposed to be werewolves in the forest?
Neříká se, že v Zapovězeném lese jsou vlkodlaci?
Wasn't that your flying car?
To létající auto bylo tvoje, že jo?
Weren't you saying just last night that you've known all along where the entrance to the Chamber of Secrets is?
Neříkal jste snad právě včera večer, že celou dobu víte, kde je vchod do Tajemné komnaty?
But won't they notice if you shut your ears in the oven door?
A to si nevšimnou, že sis přivřel uši do dvířek u trouby?
Haven't you even got friends at that freak place?
To v tom vašem praštěném spolku nemáš žádné kamarády?
Haven't any of the teachers noticed that the Slytherins are all safe?
Copak si opravdu žádný učitel nevšiml, že se nic nestalo nikomu ze Zmijozelu?
Haven't you guessed yet, Harry Potter?
Copak jsi to ještě neuhádl, Harry Pottere?
Haven't I already told you that killing Mudbloods doesn't matter to me anymore?
Copak jsem ti neřekl, že na zabíjení mudlovských šmejdů mi víc nezáleží?
Can you think of anyone at school with a grudge against you?
Víš ve škole o někom, kdo proti tobě něco má?
Can I have that?
Koupil bys mi tohle?
Can you believe our luck?
Věřil bys vůbec, že můžeme mít takovou smůlu?
Can you believe our luck, though?
Je ti ale jasné, jakou jsme měli smůlu?
Can you believe him?
A vy byste mu věřili?
Can you hold him still, Harry?
Mohl bys Rona chvilku podržet, Harry?
Can you taste it if you walk though it?
A cítíte tu chuť, když jím projdete?
Can we move? I feel sick, said Ron
Pojďte pryč, mně je z toho špatně, vybídl je Ron.
Can everyone see me?
Vidíte mě všichni?
Can you all hear me?
Slyšíte mě všichni?
Can I have your autograph?
Můžeš mi dát svůj autogram?
Can I lick your shoes, please, Potter?
Můžu ti olízat boty, Pottere – prosím, prosím?
Can you imagine me taking exams with this?
Dovedeš si představit, že bych šel ke zkouškám s tímhle?
Potter, can I have your picture, Potter?
Pottere, můžu si tě vyfotografovat, Pottere?
Can I give that diary back to Mr. Malfoy, please?
Mohu panu Malfoyovi ten deník vrátit, prosím?
Can't anyone help you? Can't I?
A nemůže ti někdo pomoct? Třeba zrovna já?
83
Can't I go and do the trophy room, too?
Nemohl bych taky leštit stříbro v Pamětní síni?
And then, could you sign it?
A mohl bys mi pak tu fotku podepsat?
Professor, could you show me that blocking thing again?
Pane profesore, mohl byste mi ještě jednou ukázat, jak se takové kouzlo odráží?
Could he be a descendant of Salazar Slithering?
Může opravdu být potomkem Salazara Zmijozela?
Could the basilisk be lurking in a shadowy corner, behind a pillar?
Může se bazilišek skrývat v nějakém temném koutě nebo za některým sloupem?
Would someone be sent to see why he hadn't come back?
Pošlou někoho, aby se zjistilo, proč nepřijel?
Would they be able to make the Dursleys let him go?
Dokážou Dursleyovy přimět, aby ho pustili?
Harry – would I be asking too much?
Harry nechtěl bych po tobě příliš?
Mr. Weasley, Miss Granger, would you escort him?
Pane Weasleyi a slečno Grangerová, mohli byste ho doprovodit?
Would anyone believe he hadn't had anything to do with this?
Ale uvěří mu někdo, že s tím neměl nic společného?
Would you mind taking Professor Lockhart up to the infirmary, too?
Byl byste tak laskav a odvedl byste profesora Lockharta také na ošetřovnu?
Shall we have a look around?
Pojďme si to tu trochu prohlédnout,
Shall we go?
Nezajdeme tam?
Should we go straight to McGonagall?
Půjdeme rovnou za McGonagallovou?
Shouldn't we try and help…
Neměli bychom se pokusit nějak jí pomoct?
May I take your coats, Mr. and Mrs. Mason?
Pane a paní Masonovi, dovolíte, abych vám pověsil kabáty?
May I take you through to the dining room, Mrs. Mason?
Mohu vás uvést do jídelny, paní Masonová?
D'you think – would it be all right if – can I have a picture?
Poslyš – neměl bys nic proti tomu kdybych – můžu si tě vyfotografovat?
Find anything, Dad?
Našel jsi něco, tati?
Feel out of step in the world of modern magic?
Necítíte se jistě ve světě moderních čar?
Find yourself making excuses not to perform simple spells?
Vymlouváte se, abyste nemuseli dělat ani jednoduchá kouzla?
Ever been taunted for your woeful wandwork?
Už se vám někdy posmívali, jak neohrabaně zacházíte s hůlkou?
Remember all that water on the floor? Training for the ballet, Potter?
Vzpomínáte si na tu kaluž, co tady byla? Trénuješ na balet, Pottere?
Remember what was written on the wall?
Vzpomínáte si na ten nápis na stěně?
Remember Millicent Bulstrode wrestling with me at the Dueling Club?
Vzpomínáte si, jak se mnou Millicent Bulstrodeová zápasila v Soubojnickém klubu?
84
Come to throw something else at me?
Přišli jste po mně ještě něčím hodit?
Any questions?
Máte nějaké dotazy?
Anything I can do?
Mohu ti nějak pomoci?
Bee in your bonnet, Harry Potter?
Copak, Harry Pottere, snad nemáš nějaké brouky v hlavě?
Any ideas?
Napadá tě něco?
Ready for another check on the train?
Podíváme se ještě jednou na ten vlak?
Ready?
Tak co, jsi připravená?
Ready to resume play?
Jste připraveni pokračovat ve hře?
Corpus 2; Wh-Questions Who?
Koho?
Who?
Na koho?
85
Who are you?
Kdo jsi?
Who's Errol?
Kdo je to?
Who's that?
Kdo je to?
Who is it, Dobby?
Kdo za tím stojí, Dobby?
Who's that?
Kdo jste?
Who is it?
Kdo to byl?
Who is it?
A kdo to je?
Harry who?
Jaký Harry?
Says who?
To říká kdo?
Who cares?
To je přece fuk!
Who's plotting them?
A kdo je připravuje?
Now, who can tell me the properties of the Mandrake?
Kdo z vás mi poví, jaké vlastnosti mandragora má?
Who can tell me why?
Kdo mi řekne proč?
Who's giving out signed photos?
Kdo tady rozdává fotografie s podpisem?
Who was he tryin' ter curse?
Komu se pokoušel učarovat?
Who can it be, though?
Ale kdo to může být?
Who'd want to frighten all the Squibs and Muggle –borns out of Hogwarts?
Kdo by chtěl z Bradavic vyhnat motáky a všechny žáky z mudlovských rodin?
Who do we know who thinks Muggle – borns are scum?
Kdopak tvrdí, že všichni z mudlovských rodin nejsou víc než chamraď?
Who can it be, though?
Ale kdo to může být?
Who's opened it?
Kdo Komnatu otevřel?
Who opened it last time?
A kdo ji otevřel tenkrát?
But, Albus… surely… who?
Ale Albusi… to přece… kdo vlastně?
Who threw it at you, anyway?
A kdo ji po tobě vůbec hodil?
Who was it last time?
Kdo to byl tenkrát?
Who asked him to squeal on Hagrid, anyway?
Kdo se ho vůbec prosil, aby to na Hagrida píchnul?
I mean to say, who can?
Chci říct, kdo jiný to dokáže?
Who exactly were they supposed to ask for help?
Koho vlastně měli požádat o pomoc?
Whose hair are you ripping out? What?
Komu vyškubneš vlasy ty? Cože?
86
W – what?
Co – cože?
What?
Cože?
What?
Co je?
What?
Co je?
What?
Cože?
What?
Co to může být?
What?
Cože?
What?
No tak?
What?
Cože?
What the…?
Co se to…
What the…?
Co to má…
The what?
Odboru čeho?
The right what?
Správný co?
Now what?
A co teď?
Now what?
A co teď?
What now?
A co teď?
Of what?
A co asi?
Like what?
Na co třeba?
Not what?
Co nejsem?
What voice?
Jaký hlas?
Whassamatter?
Co je, sím tě?
What's the matter?
Co je zas?
What's the matter?
Co je s tebou?
What's the matter with you two?
Co je to s váma dvěma?
What's up?
Co je s tebou?
What's up?
Co je?
What's up, Myrtle?
Co se stalo, Uršulo?
What's up?
Co je s tebou?
What's up?
Copak?
What's up with you, Crabbe?
Hele, co je s tebou, Crabbe?
Now what's up with her?
Now what's up with her?
What is it?
Co máte na mysli?
What's that? What's that?
A ty víš, oč v ní jde? Co je to?
87
What's that?
Co to máš?
What's that for?
K čemu to máš?
W – what's that?
Co – cože?
What's that?
Co to meleš?
What is it?
Co se děje?
What is it?
Ale co to je?
What is it?
O co jde?
What's been going on?
Prosím tě, co se s tebou děje?
What's going on?
Co se to tu děje?
What's going on here?
Co se to tu děje?
What's going on?
Co je to tady?
What was going on?
Co se to děje?
What's going on?
Co se to děje?
What's going on?
Co se to tu děje?
What's going on here?
Co tady vyvádíš?
What's happened to Mrs. Norris?
Co se stalo paní Norrisové?
What's been happening?
Co se vlastně stalo?
What happened?
Co se stalo?
What's happen…?
Co se to dě…
What's happening?
Co je?
What happened, Harry?
Co se stalo, Harry?
What happened?
Co se stalo?
What happened?
Co se stalo?
What happened, Harry?
Co se to tu dělo, Harry?
What happened?
Co s tebou bylo?
What happened to your glasses?
Co se ti stalo s brýlemi?
What have I told you about saying the 'm' word in our house?
Copak jsem ti neříkal, že u nás doma nesmíš vyslovit ani jedno ká slovo?
What did the Dursleys care if Harry lost his place on the House Quidditch team because he hadn't practiced all summer?
Co Dursleyovým záleželo na tom, jestli přijde o svůj post v kolejním famfrpálovém mužstvu, když celé léto nebude trénovat?
What was it to the Dursleys if Harry went back to school without any of his homework done?
A co na tom, jestli se Harry vrátí do školy a nebude mít hotový ani jeden úkol?
88
What wouldn't he give now for a message from Hogwarts? From any witch or wizard?
Co by jen dal za nějakou zprávu z Bradavic, od kterékoli čarodějky nebo kouzelníka!
What are you?
Co jsi zač?
Don't – what are you doing?
Nech toho – co to děláš?
What terrible things?
Jaké hrozné věci se mají stát?
What – the – devil – are – you – doing?
Co – tady – k čertu – provádíš?
What was the good of magicking himself out of his room if Hogwarts would expel him for doing it?
Co by mu bylo platné dostat se z pokoje pomocí kouzel, kdyby ho za to vyloučili z Bradavic?
What would happen if he didn't turn up at Hogwarts?
Co se stane, když se v Bradavicích neobjeví?
So – what's the story, Harry?
A teď spusť, Harry.
What, you think he was lying to me?
Takže vy myslíte, že mi lhal?
What does your dad do at the Ministry of Magic, anyway?
A co váš tatínek na ministerstvu kouzel vůbec dělá?
What're you all up to today?
Co dneska všichni hodláte dělat?
W – what am I supposed to do?
A co – co mám vlastně dělat?
What's the good of that if I'm not on the House team?
A k čemu mi bude, když nejsem v kolejním mužstvu?
What d'yeh think yer doin' down there?
Prosím tě, co tady pohledáváš?
What were you doing down there, anyway?
A cos tam ostatně dělal ty?
What's that you've got there?
A copak to máte?
What are you doing?
Co to děláš?
Dear me, what's the use of being a disgrace to the name of wizard if they don't even pay you well for it?
Povězte mi, co z toho máte? Vždyť jste všem kouzelníkům pro ostudu a ani vám za to slušně neplatí.
What in blazes d'you think you're doing?
Co si k sakru myslíte, že tady tak vyvádíte?
What if Mum and Dad can't get back through to us?
A co když se mamka a taťka nedostanou zpátky k nám?
What have you done with the car?
Co jste udělali s tím autem?
What are you talking about, Weasley?
O čem to mluvíte, Weasleyi?
What's a Howler?
Co je to Hulák?
What've we got this afternoon?
Co vlastně máme odpoledne?
What's all this, what's all this?
Co je to tady, co to má znamenat?
What is Gilderoy Lockhart 's favorite color?
Jaká je oblíbená barva Zlatoslava Lockharta?
89
What is Gilderoy Lockhart's secret ambition?
Jaká je tajná touha Zlatoslava Lockharta?
What, in your opinion, is Gilderoy Lockhart's greatest achievement to date?
Jaký byl podle vašeho názoru dosud největší čin Zlatoslava Lockharta?
And what are the other balls for?
A k čemu jsou ty další míče?
There you are, Harry, what kept you?
Konečně jsi tady, Harry, kde ses tak zdržel?
What's that funny clicking noise?
Co je to za divné cvakání?
What makes you say that?
Proč myslíš?
And what's he doing here?
A co tu dělá tenhleten?
What did Lockhart want with you, Hagrid?
Co ti Lockhart vůbec chtěl, Hagride?
What've you been feeding them?
Čím je hnojíš?
What're we doing, Professor?
A co budeme dělat, paní profesorko?
What are you talking about, Harry?
O čem to mluvíš, Harry?
So – what's bothering you?
A copak dělá starosti tobě, Harry?
Harry, what're you…?
Harry, co je s tebou?
Harry, what was that all about?
Harry, co tohle všechno mělo znamenat?
What's that thing – hanging underneath?
Co je to tam – co to visí pod tím nápisem?
What was that writing on the wall about?
Cože bylo napsané na té stěně?
What's that supposed to mean?
Ale co to má znamenat?
And what on earth's a Squib?
A co pro všechno na světě je moták?
Sir – what exactly do you mean by the 'horror within' the Chamber?
Pane profesore – co přesně jste měl na mysli tou hrůzou, která se v komnatě skrývá?
What's a boy in his class saying about you?
Co o tobě mohl říkat někdo z jeho třídy?
What are you whispering?
Co si to šuškáte?
What were you…?
Co jste tam…
What if we were stuck looking like three of the Slytherins forever?
Co když nám to zůstane a budeme pořád vypadat jako někdo ze Zmijozelu?
What d'you mean, a bit of whoever we're changing into?
Co tím myslíš, ždibec z toho, v koho se máme proměnit?
What're we going to do, break into Snape's private stores?
takže co uděláme – vloupáme se do Snapeových soukromých zásob?
What're you doing here?
Co tady děláš?
What d'you mean, your Bludger?
Jak to myslíš, tvůj Potlouk?
What does this mean, Albus?
Co to znamená, Albusi?
What can he do?
Co nadělá? v CZ není ? Ty myslíš, že se Ty myslíš, že se Zmijozelův netvor vyzná v
Zmijozelův netvor vyzná v soubojích?
90
soubojích? soub What, you reckon Slytherin's monster can duel?
Ty myslíš, že se Zmijozelův netvor vyzná v Ty myslíš, že se Zmijozelův netvor vyzná v soubojích?
What, drop my wand?
Cože, to mám upustit hůlku?
What do you think you're playing at?
Na co si to vlastně hraješ?
What's bad? What's wrong with everyone?
Co je na tom špatného? Co se to s vámi všemi děje?
What d'you mean?
Jak to myslíš?
What do you want with him?
A co mu chceš?
What're you doing in here?
Co tady děláš?
What's Potter up to?
Copak má Potter za lubem?
What could possibly do that to a ghost?
Kdo mohl něco takového udělat duchovi?
But what about you?
Ale co ty?
What're you doing down here?
Co děláš tady dole?
And what're you doing down here, Weasley?
A co ty děláš tady dole, Weasleyi?
What's the new password again?
Jak že je to nové heslo?
What's all this commotion?
Co to tu děláte za kravál?
What a lovely game, I don't think!
To je přece bezva hra, nemyslíte?
Well, what if Riddle got his special award for catching the Heir of Slytherin?
A co když to vyznamenání dostal za to, v CZ není ? že chytil Zmijozelova dědice?
What do you mean?
Co tím chceš říct?
What did Riddle mean?
Jak to Raddle myslel?
What do you mean?
Jak to myslíte?
What are you doing, wandering around this late, Tom?
Co tady pohledáváte tak pozdě, Tome?
What yer doin' down here, Tom?
Co ty tady dole, Tome?
What does she understand?
Co že pochopila?
What're we going to do?
Co budeme dělat?
What're you two doin' here?
Co vy tady pohledáváte?
But what good were these words?
Jenže co mu ta slova byla platná?
What d'you reckon? What d'you think it's doing?
Jak to odhaduješ? v EN není ? str 123 Co myslíš, že teď dělá?
What was the point of sending us in there?
Proč nás za těmi pavouky vůbec posílal?
What have we found out?
Co jsme se vlastně dozvěděli?
v
EN
není
v EN není ?
91
?
What if she never left the bathroom?
co jestli v té umývárně zůstala?
What if she's still there?
Co když tam pořád ještě je?
What had he learned so far this year?
Co se letos zatím naučil?
What sort of thing?
A co to bylo?
What're you doin' here?
Co vy tady pohledáváte?
And what exactly did you want with me, Lucius?
A co jste mi vlastně chtěl, Luciusi?
What were you doing, Percy?
A při čem že tě to přistihla, Percy?
What are you doing?
Co tady děláte?
What if it's a bathroom? What're we going to do?
Co když je v nějaké umývárně? v CZ není ? Co uděláme?
What'll we do?
Co budeme dělat?
What about my sister?
A co moje sestřička?
What do you want this time?
Co chceš tentokrát?
Boys, what good will it do?
Chlapci, chlapci, k čemu to bude dobré?
What if the whole tunnel caved in?
Co kdyby se zbortil celý tunel?
What d'you mean, she won't wake?
Jak to myslíš, že se neprobudí?
What d'you mean? What d'you mean, I won't be…?
Jak to myslíš?" v CZ není ? Jak to myslíš, že ji nebudu…
What are you talking about?
O čem to mluvíš?
What d'you mean?
Co tím chceš říct?
Tom, what am I going to do?
Co mám dělat, Tome?
What if you found out how to work it, and I repeated all her secrets to you?
Co kdybys přišel na to, jak s ním zacházet, a já ti zopakoval všechna její tajemství?
What if, even worse, I told you who'd been strangling roosters?
A ještě horší by bylo, kdybych ti řekl, kdo uškrtil ty kohouty!
What'll Mum and Dad say?
Co řeknou mamka a taťka?
What if they expelled her?
A co když ji vyloučí ze školy?
But what chance did a phoenix have against the king of serpents?
– ovšem jaké vyhlídky měl fénix proti hadímu králi?
What's our Ginny got to do with – with – him?
Co má naše Ginny společného s – s ním?
What have I always told you?
Copak jsem tě vůbec nic nenaučil?
What exactly had Professor McGonagall
Co měla profesorka McGonagallová
str 128
v CZ není ?
v CZ není ?
92
meant, deal with them?
na mysli,když řekla, že to Brumbál s nimi vyřídí?
And what do you think, Harry?
A co si myslíš ty, Harry?
What did you say?
Co to má znamenat?
Ginny – what did you see Percy doing, that he didn't want you to tell anyone?
Ginny – při čem jsi vlastně Percyho přistihla, že chtěl, abys to nikomu neříkala?
Which student?
Která studentka?
When is Gilderoy Lockhart's birthday, and what would his ideal gift be?
Kdy má Zlatoslav Lockhart narozeniny a co by pro něj byl ten největší dárek?
When they hear what you did this year?
Až se dozvědí, co jsi letos dokázal?
Where is Miss Hermione Granger? Where is it?
Kde je slečna Hermiona Grangerová? Kde je máš?
Where did you come out?
Kde ses dostal ven?
Where's Snape?
Kde je Snape?
Where have you been?
Kde jste byli?
Where?
A kde to je?
Where is she?
Kde vůbec je?
Where did that come from?
Odkud se všechna ta voda vzala?
Fred, George, where were you when that Bludger stopped Angelina scoring?
Frede a Georgi, kde jste byli, když ten Potlouk zabránil Angelině dát gól?
Take me? said Hagrid, who was trembling. Take me where?
Odvést – mne odvést?zeptal se Hagrid a chvěl se po celém těle. A kam?
Where exactly did you see the eyes?
Kde přesně jsi ty oči viděla?
And where was Ginny?
A kde je Ginny?
W – where's Riddle?
A k kde je Raddle?
Where's Lockhart?
Kde je Lockhart?
Where now?
Kam teď?
How?
Ale jak?
How do you know my friends haven't been writing to me?
Jak ty můžeš vědět, že mi kamarádi nenapsali?
Ron, how did you –
Rone, jak ses –
It wasn't me – and how did he know?
To jsem nebyl já – ale jak se to dozvěděl?
But how did you get to Diagon Alley to buy your school things last year?
Ale jak ses loni dostal na Příčnou ulici, aby sis mohl koupit věci do školy?
But how do we prove it? And how did you know I missed the train?
Ale jak to dokážeme? A jak víš, že mi ujel vlak?
How do you know?
Jak to víš?
How can you be sure?
Jak to víte s takovou jistotou?
93
How did Ginny get like this?
Jak se Ginny ocitla v takovémhle stavu?
How on earth d'you know that?
Odkud to proboha víš?
But how on earth did you all get out of there alive, Potter?
Ale jak proboha jste odtamtud všichni vyvázli živí, Pottere?
How did you come by my diary?
Jak jsi přišel k mému deníku?
How did you escape with nothing but a scar, while Lord Voldemort's powers were destroyed?
Jak to, že ty jsi vyvázl jen s pouhou jizvou, zatímco vznešený lord Voldemort ztratil veškerou svou sílu?
How did you survive?
Jak to, že jsi to přežil?
How did you kill that – that thing?
Jak jsi dokázal zabít toho… toho netvora?
How did you do it?
Jak jsi to dokázal?
But how's the basilisk been getting around the place?
Ale jak se bazilišek pohyboval po hradě?
v EN není ? But, dear, if he got lost, how would we ever explain to his aunt and uncle?
Ale miláčku, kdyby se ztratil, jak bychom to vysvětlili jeho tetě a strýcovi?
How could it be moving upward?
Jak se ten hlas dostával vzhůru?
Come off it, how could it be dangerous?
Prosím tě, co to povídáš, jak by kniha mohla být nebezpečná?
How could they prove it had been he who'd made her do it all?
Jak teď dokážou, že to byl Raddle, kdo ji přiměl, aby to všecko udělala?
How should I know how the stupid little girl got hold of it?
Odkud bych měl vědět, jak k němu ta malá hloupá holka přišla?
How may I be of assistance?
Čím mohu sloužit?
How can you stick up for Lockhart now, Hermione, eh?
Tak co, Hermiono, ještě se budeš Lockharta zastávat?
But I'm not Muggle – born – how can I be in danger from the Chamber?
Já přece nejsem z mudlovské rodiny – proč by pro mě Komnata měla být nebezpečná?
How can she be?
Co blázní?
How thick can you get?
Jak moc někdo může ztloustnout?
How long will it take to make, anyway?
A jak dlouho to bude trvat?
How many times do I have to tell you?
Kolikrát ti to mám říkat?
How many monsters d'you think this place can hold? ne
Kolik netvorů se podle tebe tady do hradu vejde?
...and how many people knew ....?
...a kolik lidí ještě vědělo...?
How many attacks have there been now?
Ke kolika útokům už tady došlo?
94
v
EN
An' how many did yeh have ter threaten an' blackmail before they agreed, Malfoy, eh?
Jo? A kolika z nich jste musel vyhrožovat nebo je vydírat, než na to kývnuli, Malfoyi, co?
How dare you threaten dudley!
Jak se opovažuješ vyhrožovat dudleymu?
How dare you!
Co se to opovažuješ?
How come you haven't got any cards?
Jak to, že jsi nedostal žádné blahopřání?
How come yeh never wrote back ter me?
Jak to, žes mi neodpověděl na žádnej dopis?
How come you've got a sword?
A cože máš meč?
Longbottom and Finch – Fletchley, how about you… How about Malfoy and Potter?
Longbottome a Finch – Fletchleyi, co třeba vy dva? v EN není ? Co třeba Malfoy a Potter?
How are you, Myrtle?
Jak se máš, Uršulo?
How are you?
Jak se máš, Nicku?
Hello, Myrtle, how are you?
Nazdar, Uršulo! Jak se máš?
Come in - how's your arm?
Pojď sem – co tvoje ruka?
How was it with Lockhart?
Jaké to bylo u Lockharta?
How's this?
Je to takhle lepší?
How is it that you a skinny boy with no extraordinary magical talent – managed to defeat the greatest wizard of all time?
Jak je možné, že nemluvně, které nemělo žádné mimořádné kouzelnické nadání, dokázalo přemoci největšího kouzelníka všech dob? křivým úsměvem. v CZ není ?
How – what – where did that bird come from?
Je to všecko za námi, je to – kde se tu vzal ten pták? v EN n
Why?
Ale proč?
Why're you staring at the hedge?
Proč se pořád díváš do toho plotu?
But why are you warning me?
Ale proč varuješ mě?
Why have you outlined all Lockhart's lessons in little hearts?
Proč máš všechny Lockhartovy hodiny označené srdíčkem?
Why's that first year taking pictures?
Jak to, že ten prvák fotografuje?
Why on earth did Filch want a Kwikspell course?
Pro všechno na světě, proč si Filch objednal kurz Rychločar?
But why's she all – all stiff and frozen?
Ale proč potom – proč je celá ztuhlá a jako kus ledu?
Why was he in the upstairs corridor at all?
Co vůbec pohledával v té chodbě nahoře?
Why do you want it?
A proč po nich tolik toužíš?
95
Why d'you wear that thing, Dobby?
Proč vlastně tohleto nosíš, Dobby?
But why's she got to go to the library?
A proč musela do knihovny?
Why has he sent you?
Ale proč poslal vás?
And why did you want to meet me?
A proč ses se mnou chtěl setkat?
Why do you care how I escaped?
Co tobě záleží na tom, jak jsem vyvázl?
Why haven't you been answering my letters?
Proč jsi mi neodpovídal na dopisy?
Why can't we get through?
Proč jsme se nedostali na druhou stranu?
Why hadn't they been able to get onto platform nine and three – quarters?
Proč vlastně se nedostali na nástupiště devět a tři čtvrtě?
Why didn't you send us a letter by owl?
Proč jste nám neposlali sovu s dopisem?
Why couldn't we get through the barrier? Why couldn't you have told us all this yesterday when we were awake?
Řekni mi, proč vlastně jsme nemohli projít tou přepážkou? Proč jsi nám to všecko neřekl včera, když jsme nebyli ospalí?
Why aren't you playing?
Proč nehrajete?
Why wasn't he at the Halloween feast?
Jak to, že se nezúčastnili školní slavnosti?
Why shouldn't we be here?
A proč bychom tu nesměli být?
Why can't I just go to the hospital wing?
Proč nemůžu prostě jít na ošetřovnu?
Ah sir, why didn't you heed Dobby?
Proč jste neposlechl Dobbyho, pane?
Why didn't Harry Potter go back home when he missed the train?
Proč se Harry Potter nevrátil domů, když mu ujel vlak?
Why didn't you tell us?
Proč jsi nám to nikdy neřekl?
Why aren't yeh in class?
Proč nejseš na vyučování?
Why didn't you show the diary to me, or your mother?
Proč jsi ten deník neukázala mně nebo své matce?
Why don't they just chuck all the Slytherins out?
Proč jednoduše nevyhodí celou zmijozelskou kolej?
But why don't you leave? Escape?
Tak proč u nich zůstáváš? Proč neutečeš?
Sir, why don't you apply for the headmaster's job?
Proč vy se vlastně neucházíte o místo ředitele?
Why don't we meet in Diagon Alley?
Co kdybychom se sešli na Příčné ulici?
Why would anyone bother making door keys shrink?
Proč by někdo stál o to, aby se klíče scvrkávaly?
Why would anyone want to celebrate the day they died?
Proč by měl někdo oslavovat den, kdy zemřel?
Why would I want to attack
Proč bych měl napadat studenty z
96
Muggle – borns?
mudlovských rodin? A co když se mamka a taťka nedostanou zpátky k nám? A co když se mamka a taťka nedostanou zpátky k nám? A co když se mamka a taťka nedostanou zpátky k nám
But why not join the feast afterward?
Ale proč jste se potom nevrátili na školní slavnost?
Why go up to that corridor?
Proč jste šli do té chodby nahoře?
Why so modest, Gilderoy?
Cože jste tak skromný, Zlatoslave?
Corpus 3; Tag Questions Dudley gets enough, don't you, son?
Dudley dostává dost, že ano, synu?
I mean, there's Dumbledore, for one thing – you know who Dumbledore is, don't you?
Koneckonců, je tam přece Brumbál – víš snad, kdo je to Brumbál?
Muggles do know more than we give them credit for, don't they?
Mudlové opravdu umějí víc, než jsme jim ochotní přiznat, že?
You do believe me, don't you?
Ale věříš mi, že jsem ho slyšel, ne?
You do want to investigate Malfoy, don't you?
Chcete Malfoye vyzpovídat nebo ne?
He seems very pleased about all this, doesn't he?
Chová se, jako by z toho všeho měl náramnou radost, nezdá se vám?
Dear me, we do seem to run through them,
Opravdu to vypadá, že nám žádný
97
don't we?
dlouho nevydrží, co říkáš?
You don't mind if he's a couple of minutes late, do you, Professor Sprout?
Nebude vám vadit, když přijde o pár minut později, že ne, paní profesorko?
And it doesn't hurt anymore, does it, Harry?
A už to aspoň nebolí – řekni, Harry?
Bet you loved that, didn't you, Potter?
Tohle ti určitě dělalo dobře, viď, Pottere?
Gave you a taste for publicity, didn't I?
Tys přišel na to, jaké to je být středem pozornosti, že?
You met Hagrid down Knockturn Alley, didn't you, Harry?
Ty jsi Hagrida přece potkal na Obrtlé ulici, že, Harry?
And you framed him, didn't you?
A tys ho nařkl z něčeho, co neudělal.
You picked up her old Transfiguration book and slipped the diary inside it, didn't you?
Vzal jste si její starou učebnici přeměňování a ten deník jste do ní zastrčil – že je to tak?
Wanted to arrive with a bang, did we, boys?
Chtěli jste přijet, aby to byla bomba, že, chlapci?
Well, you're expelling us, aren't you?
Přece nás vyloučíte, ne?
That Lockhart's something, isn't he?
Ten Lockhart je ale kanón, co říkáte?
It's amazing here, isn't it?
Je to tu prostě senzační, že jo?
And you're the Gryffindor Seeker, aren't you?
A ty jsi chytač za Nebelvír, viď?
Good, aren't they?
Vypadají dobře, co?
Gettin' on well, aren't they?
Že ale rostou, co?
Yes, nice, isn't it?
Je pěkné, že?
It's Crabbe, isn't it?
Ty jsi Crabbe, že?
Odd sort of place, this, isn't it?
Tohle je dost podivné místo, viďte?
Gryffindor against Slytherin, is it not?
Nebelvír proti Zmijozelu, pokud vím?
That's not the kind of thing you bandy about with Slytherin's heir on the loose, is it?
Jenomže něčím takovým se přece nikdo chlubit nebude; když nablízku řádí Zmijozelův dědic, nemám pravdu?
Well, they're not – they're not very – dangerous, are they?
Ale ti přece – ti nejsou zas až tak nebezpeční?
You were the youngest House player in a hundred years, weren't you, Harry?
Ty jsi nejmladší hráč kolejního družstva za celých sto let, Harry?
Well, the Chamber of Secrets was opened fifty years ago, wasn't it?
Právě před padesáti lety byla přece otevřena Tajemná komnata.
Two more this afternoon, wasn't it?
Dnes odpoledne ke dvěma dalším, nebo se snad mýlím?
I expect I was hopeless, was I?
Můj ty bože, počítám, že jsem byl dost beznadějný případ, ne?
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If, in a month or so, you feel like explaining, you will let us know, won't you?
Víš co? Jestli budeš ochotná nám to tak za měsíc vysvětlit, dej nám vědět, prosím tebe.
You will be able to, won't you?
Dokážete to ale, že to dokážete?
Your aunt and uncle will be proud, though, won't they?
Ale tvůj strýc a teta na tebe budou pyšní, že?
You won't tease him, will you?
Ale nebudete si z něj dělat legraci, že ne?
I mean, a few people have heard of you, haven't they?
Protože o tobě už přece sem tam někdo slyšel, že?
I'd never have believed it - the time's flown, hasn't it? He hasn't got a brother, has he?
Opravdu bych nevěřil, že to tak uteklo? Žádného bratra přece nemá, nebo snad ano? Žádného bratra přece nemá, nebo snad ano?
You haven't seen Ron or Hermione, have you?
Neviděl jsi náhodou Rona nebo Hermionu?
But Ginny's not… Ginny hasn't been… has she?
Ale Ginny přece není… přece nebyla… nebo snad ano?
But you would think, wouldn't you?
Kdo by si ale nepomyslel– nemám snad pravdu?
I mean, it'd just go right through you, wouldn't it?
Vždyť by to tebou proletělo, nebo snad ne?
I mean, you'd never know it was this roomy from the outside, would you?
Zvenčí by jeden neřekl, že je tu tolik místa,viďte?
But, sir, said Seamus Finnigan, "if the Chamber can only be opened by Slytherin's true heir, no one else would be able to find it, would they?
Ale pane profesore, namítl Seamus, Finnigan jestliže tu komnatu dokáže otevřít jedině Zmijozelův skutečný dědic, pak by ji nikdo jiný nedokázal ani najít, nemyslíte?
His diary would probably tell us everything – where the Chamber is, and how to open it, and what sort of creature lives in it – the person who's behind the attacks this time wouldn't want that lying around, would they?
Z jeho deníku bychom se nejspíš dozvěděli všechno: kde Komnata je, jak ji otevřít a jaký netvor v ní žije. Ten, kdo za těmi útoky stojí dnes,by si rozhodně nepřál, aby se tu deník jen tak válel, nemyslíš?
But you can cure him, can't you?
Ale ty ho dokážeš vyléčit, viď?
Can't be much further, can it?
Už to nemůže být daleko, co říkáš?
He can't be all bad, can he?
Nemůže zase být tak úplně špatný, nemyslíš?
Er – I'll just go, shall I?
Ehm – tak já zas půjdu, co myslíte?
I'll leave you to deal with Potter and Weasley, shall I?
Takže s Potterem a Weasleym to vyřídíte vy že ano?
Professor, when we took the car, term hadn't started, so – so Gryffindor shouldn't really have points taken from it – should it?
Paní profesorko, když jsme si vzali to auto,školní rok ještě nezačal, takže – takže Nebelvír by vlastně neměl přijít o žádné body, že?
Bet you're surprised to see Harry here, eh?
Vsadím se, že tě překvapilo, když jsi tu Harryho uviděl, co?
Just calm down, all right?
Takže se uklidni, jasné?
99
We'll meet you back here, all right?
Pak se sejdeme tady ano?
Call me at the Dursleys', okay?
Zavolejte mi k Dursleyovým, ano?
But not toenails, okay?
Ale žádné nehty z prstů na nohou, platí?
An Engorgement Charm, I suppose?
Určitě za to může Vykrmovací kouzlo, viď, Hagride?
Tomorrow's the first Quidditch match of the season, I believe?
Takže zítra hrajete první letošní utkání ve famfrpálu, že?
You live in a Muggle orphanage during the holidays, I believe?
Vy o prázdninách bydlíte v mudlovském sirotčinci, že?
Is Lockhart the smarmiest bloke you've ever met, or what?
Ten Lockhart je vážně nejúlisnější chlápek, jakého jsme kdy viděli, nezdá se ti?
We weren't there, remember?
My tam přece nebyli, copak to nevíš?
You told me all this had nothing to do with He – Who –Must – Not – Be – Named, remember?
Říkal jsi, že to všecko nemá nic společného s Tím – jehož – jméno – nesmíme –vyslovit –pamatuješ se?
It won't matter that we never asked Myrtle, then!
Teď už na tom nezáleží, že jsme se Uršuly nemohli zeptat, viď? v CZ není ? Dřív než si Pán zla sám změnil jméno, mohl je přece vyslovit každý, chápete?
The Dark Lord, before he changed his name,could be freely named, you see?
Corpus 4; Indirect Questions So he wouldn't even tell you who's supposed to be plotting all this stuff?
On ti ani neřekl, kdo za tím spiknutím stojí?
Guess who I saw in Borgin and Burkes?
Jestlipak víte, koho jsem viděl u Borgina a Burkese?
I wonder who'll be teaching us?
Jsem zvědavá, kdo nás bude učit.
See what it's like here?
Vidíš, jak to tu chodí?
100
D'you want to tell me what's wrong with stopping a massive snake biting off Justin's head?
Mohl bys mi vysvětlit, co na tom bylo špatného, když jsem tomu velikému hnusnému hadovi zabránil, aby Justinovi ukousl hlavu?
I wonder what other powers Potter's been hiding?
Rád bych věděl, jaké jiné schopnosti ještě Potter tají!
Do you see what he's doing, Potter?
Vidíš, co dělá, Pottere?
Wonder what Potter's written in this?
Copak si tam asi Potter píše?
Never trust anything that can think for itself if you can't see where it keeps its brain?
Nikdy nevěř ničemu, co samo dokáže myslet, pokud nevidíš, kde to má mozek.
I didn't realize how can I speak a language without knowing I can speak it?
Ale – vůbec jsem si to neuvědomil – jak mohu mluvit nějakou jinou řečí, když ani nevím, že ji umím?
I want to know how come nobody's noticed it sneaking around the school.
Vysvětlete mi, jak to, že si jí nikdo nevšiml, jak se plíží po škole?
... do you think you could possibly mention to Sir Patrick how very frightening and impressive you find me?
… myslíš, že by ses siru Patrickovi třeba mohl zmínit, jak moc ti naháním strach?
Well, you can imagine how it looked to old Armando Dippet.
Dokážeš si představit, co si o tom musel myslet starý Armando Dippet?
He'd have to tell a teacher all about the diary, and how many people knew why Hagrid had been expelled fifty years ago?
Musel by někomu z učitelů říct o deníku úplně všecko, a kolik lidí ještě vědělo, proč Hagrida před padesáti lety vyloučili?
See why I've got to go back to Hogwarts?
Už chápeš, proč se musím vrátit do Bradavic?
I wonder why someone wanted to flush it away?
To bych rád věděl, proč ho tedy chtěl někdo spláchnout?
I don't know why you don't chuck it, Harry.
Nechápu, proč to nevyhodíš ,Harry?
Corpus 5; All Questions yes-no questions wh-questions tag questions indirect questions other questions
Do I look stupid?
Vypadám snad jako takový hlupák?
Dudley gets enough, don't you, son?
Dudley dostává dost, že ano, synu?
101
What have i told you, thundered his uncle, spraying spit over the table, "about saying the 'm' word in our house?
Copak jsem ti neříkal, zahřímal strýc a prskal přitom na celý stůl, "že u nás doma nesmíš vyslovit ani jedno ká slovo?
How dare you threaten dudley!
Jak se opovažuješ vyhrožovat dudleymu?
What did the Dursleys care if Harry lost his place on the House Quidditch team because he hadn't practiced all summer?
Co Dursleyovým záleželo na tom, jestli přijde o svůj post v kolejním famfrpálovém mužstvu, když celé léto nebude trénovat?
What was it to the Dursleys if Harry went back to school without any of his homework done?
A co na tom, jestli se Harry vrátí do školy a nebudemít hotový ani jeden úkol?
Petunia, you will be…?
Takže ty Petunie…
And Dudley?
A ty Dudley?
May I take your coats, Mr. and Mrs. Mason?
Pane a paní Masonovi, dovolíte, abych vám pověsil kabáty?
And you?
A co ty?
May I take you through to the dining room, Mrs. Mason?
Mohu vás uvést do jídelny, paní Masonová?
Petunia, any ideas?
Napadá tě něco, Petunie?
Perfect… Dudley?
Výtečně… A ty, Dudley?
And you, boy?
A ty, kluku nezdárná?
What wouldn't he give now for a message from Hogwarts? From any witch or wizard?
Co by jen dal za nějakou zprávu z Bradavic, od kterékoli čarodějky nebo kouzelníka!
What?
Cože?
So you've finally learned the days of the week.
Takže ses konečně naučil dny v týdnu?
How come you haven't got any cards?
Jak to, že jsi nedostal žádné blahopřání?
Haven't you even got friends at that freak place?
To v tom vašem praštěném spolku nemáš žádné kamarády?
Why're you staring at the hedge?
Proč se pořád díváš do toho plotu?
May I take your coats, Mr. and Mrs. Mason?
Pane a paní Masonovi, dovolíte, abych vám pověsil kabáty?
What are you?
Co jsi zač?
Who are you?
Kdo jsi?
Oh – really?
Skutečně?
Not that I'm not pleased to meet you, said Harry quickly, "but… er… is there any particular reason you're here?
Ne snad, že bych tě viděl nerad, dodal honem Harry, jenže… ehm… máš k tomu nějaký zvláštní důvod, abys tu byl?
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Don't – what are you doing?
Nech toho – co to děláš?
Your family?
O tvé rodině?
Do they know you're here?
A oni vědí, že jsi tady?
But won't they notice if you shut your ears in the oven door?
A to si nevšimnou, že sis přivřel uši do dvířek u trouby?
But why don't you leave? Escape?
Tak proč u nich zůstáváš? Proč neutečeš?
Can't anyone help you? Can't I?
A nemůže ti někdo pomoct? Třeba zrovna já?”
Voldemort?
To myslíš Voldemorta?
W – what?
Co – cože?
Why?
Ale proč?
What terrible things?
Jaké hrozné věci se mají stát?
"Who's plotting them?
A kdo je připravuje?
But why are you warning me?
Ale proč varuješ mě?
Hang on – this hasn't got anything to do with Vol – sorry – with You – Know – Who, has it?
Počkej – a nemá to náhodou co dělat s Vol… Promiň – Ty – víš – s – kým?
He hasn't got a brother, has he?
Žádného bratra přece nemá, nebo snad ano?
I mean, there's Dumbledore, for one thing – you know who Dumbledore is, don't you?
Koneckonců, je tam přece Brumbál – víš snad, kdo je to Brumbál?
What – the – devil – are – you – doing?
Co – tady – k čertu – provádíš?
See what it's like here? he said. See why I've got to go back to Hogwarts?
Vidíš, jak to tu chodí? řekl. Už chápeš, proč se musím vrátit do Bradavic?
Friends who don't even write to Harry Potter?
Kamarády, kteří Harrymu Potterovi ani nepíšou?
How do you know my friends haven't been writing to me?
Jak ty můžeš vědět, že mi kamarádi nenapsali?
Have you been stopping my letters?
Takže tys přede mnou dopisy od nich schovával?
What was the good of magicking himself out of his room if Hogwarts would expel him for doing it?
Co by mu bylo platné dostat se z pokoje pomocí kouzel, kdyby ho za to vyloučili z Bradavic?
Supposing he was still alive in another four weeks, what would happen if he didn't turn up at Hogwarts?
Pokud za čtyři týdny bude ještě vůbec naživu, co se stane, když se v Bradavicích neobjeví?
Would someone be sent to see why he hadn't come back? Would they be able to make the Dursleys let him go?
Pošlou někoho, aby se zjistilo, proč nepřijel? Dokážou Dursleyovy přimět, aby ho pustili?
Ron! breathed Harry, creeping to the window and pushing it up so they could talk through the bars. "Ron, how
Rone! vydechl Harry, připlížil se k oknu a vysunul ho nahoru, aby spolu mohli
103
did you – What the…?
přes mříže mluvit. Rone, jak ses – co se to…
All right, Harry?
Jsi v pořádku, Harry?
What's been going on?
Prosím tě, co se s tebou děje?
Why haven't you been answering my letters?
Proč jsi mi neodpovídal na dopisy?
It wasn't me – and how did he know?
To jsem nebyl já – ale jak se to dozvěděl?
Where is it?
Kde je máš?
So – what's the story, Harry? said Ron impatiently.
A teď spusť, Harry, vyzval ho Ron netrpělivě.
What's been happening?
Co se vlastně stalo?
So he wouldn't even tell you who's supposed to be plotting all this stuff?
On ti ani neřekl, kdo za tím spiknutím stojí?
What, you think he was lying to me?
Takže vy myslíte, že mi lhal?
Can you think of anyone at school with a grudge against you?
Víš ve škole o někom, kdo proti tobě něco má?
Had Harry been stupid to take Dobby seriously?
Byl Harry opravdu bláhový, když Dobbyho řeči bral vážně?
Who's Errol?
Kdo je to?
Who?
Koho?
So, does your dad know you've got the car?
A váš tatínek ví, že máte jeho auto?
What does your dad do at the Ministry of Magic, anyway?
A co váš tatínek na ministerstvu kouzel vůbec dělá?
The what?
Odboru čeho?
What happened?
Co se stalo?
Have you any idea how worried I've been?
Máte vy vůbec tušení, jaké jsem si o vás dělala starosti?
Beds empty! No note! Car gone – could have crashed – out of my mind with worry – did you care?
Postele prázdné! Nikde ani řádka! Auto pryč… mohli jste se někde vybourat… div jsem se nezbláznila strachy… Na to jste nepomysleli…?
Find anything, Dad?
Našel jsi něco, tati?
Why would anyone bother making door keys shrink?
Proč by někdo stál o to, aby se klíče scvrkávaly?
Like cars, for instance?
Jako třeba auta?
C – cars, Molly, dear?
Ří – říkáš auta, Molly?
Harry? said Mr. Weasley blankly. Harry who?
Harry? zeptal se pan Weasley rozpačitě. Jaký Harry?
Good lord, is it Harry Potter?
Propánakrále, ty jsi opravdu Harry Potter?
Your Quidditch team?
To je tvé oblíbené famfrpálové mužstvo?
104
Oh, are you starting at Hogwarts this year?
Cože, ty už letos jdeš do Bradavic?
How can she be?
Co blázní?
Why don't we meet in Diagon Alley?
Co kdybychom se sešli na Příčné ulici?
What're you all up to today?
Co dneska všichni hodláte dělat?”
W – what am I supposed to do?
A co – co mám vlastně dělat?
Never?
Nikdy?
But how did you get to Diagon Alley to buy your school things last year?
Ale jak ses loni dostal na Příčnou ulici, aby sis mohl koupit věci do školy?
Really?
Vážně?
Were there escapators?
A měli tam ujížděcí schody?
The right what?
Správný co?
But, dear, if he got lost, how would we ever explain to his aunt and uncle?
Ale miláčku, kdyby se ztratil, jak bychom to vysvětlili jeho tetě a strýcovi?
What's the good of that if I'm not on the House team?
A k čemu mi bude, když nejsem v kolejním mužstvu?
How may I be of assistance?
Čím mohu sloužit?
Selling?
Prodávat?
The Ministry wouldn't presume to trouble you, sir, surely?
Ministerstvo by si vás přece nedovolilo obtěžovat pane?
Can I have that?
Koupil bys mi tohle?
Not lost are you, my dear?
Snad ses neztratil, milánku?
What d'yeh think yer doin' down there?
Prosím tě, co tady pohledáváš?
I told you, I was lost – what were you doing down there, anyway?
Říkal jsem ti, že jsem se ztratil. A cos tam ostatně dělal ty?
Yer not on yer own?
Ty tu nejseš sám?
How come yeh never wrote back ter me?
Jak to, žes mi neodpověděl na žádnej dopis?
What happened to your glasses?
Co se ti stalo s brýlemi?
Are you coming into Gringotts, Harry?
Půjdeš ke Gringottovým, Harry?
Where did you come out?
Kde ses dostal ven?
Guess who I saw in Borgin and Burkes?
Jestlipak víte, koho jsem viděl u Borgina a Burkese?
Did Lucius Malfoy buy anything?
Koupil tam Lucius Malfoy něco?
So you don't think I'm a match for Lucius Malfoy?
Takže ty myslíš, že na Luciuse Malfoye nestačím?
105
What's that you've got there?
A copak to máte?
It can't be Harry Potter?
Vždyť to je Harry Potter!
Bet you loved that, didn't you, Potter?
Tohle ti určitě dělalo dobře, viď, Pottere?
Bet you're surprised to see Harry here, eh?
Vsadím se, že tě překvapilo, když jsi tu Harryho uviděl, co?
What are you doing?
Co to děláš?
I hope they're paying you overtime?
Doufám, že vám aspoň platí přesčasy?
Obviously not, Mr. Malfoy said. Dear me, what's the use of being a disgrace to the name of wizard if they don't even pay you well for it?
I když spíš ne, pokračoval. "Povězte mi, co z toho máte? Vždyť jste všem kouzelníkům pro ostudu a ani vám za to slušně neplatí.
Didn't you hear him as we were leaving?
Copak jsi ho neslyšela, když jsme odcházeli?
Muggles do know more than we give them credit for, don't they?
Mudlové opravdu umějí víc, než jsme jim ochotní přiznat, že?
I mean, you'd never know it was this roomy from the outside, would you?
Zvenčí by jeden neřekl, že je tu tolik místa, viďte?
What in blazes d'you think you're doing?
Co si k sakru myslíte, že tady tak vyvádíte?
Why can't we get through?
Proč jsme se nedostali na druhou stranu?
What if Mum and Dad can't get back through to us?
A co když se mamka a taťka nedostanou zpátky k nám?
Have you got any Muggle money?
Máš nějaké mudlovské peníze?
Now what?
A co teď?
Why hadn't they been able to get onto platform nine and three – quarters?
Proč vlastně se nedostali na nástupiště devět a tři čtvrtě?
Can't be much further, can it?
Už to nemůže být daleko, co říkáš?
Ready for another check on the train?
Podíváme se ještě jednou na ten vlak?
Are you okay?
Jsi v pořádku?
What's happen…?
Co se to dě…
Can you believe our luck?
Věřil bys vůbec, že můžeme mít takovou smůlu?
Where's Snape?
Kde je Snape?
Wanted to arrive with a bang, did we, boys?
Chtěli jste přijet, aby to byla bomba, že, chlapci?
What have you done with the car?
Co jste udělali s tím autem?
I believe your father works in the Misuse of Muggle Artifacts Office?
Myslel jsem, že váš otec pracuje v odboru zneužívání mudlovských výtvorů?
106
Why didn't you send us a letter by owl?
Proč jste nám neposlali sovu s dopisem?
I believe you have an owl?
Pokud vím, vy sovu přece máte?
What are you talking about, Weasley?
O čem to mluvíte, Weasleyi?
Well, you're expelling us, aren't you?
Přece nás vyloučíte, ne?
Professor, when we took the car, term hadn't started, so – so Gryffindor shouldn't really have points taken from it – should it?
Paní profesorko, když jsme si vzali to auto, školní rok ještě nezačal, takže – takže Nebelvír by vlastně neměl přijít o žádné body, že?
Can you believe our luck, though?
Je ti ale jasné, jakou jsme měli smůlu?
Why couldn't we get through the barrier?
Řekni mi, proč vlastně jsme nemohli projít tou přepážkou?
Password?
Heslo?
Where have you been?
Kde jste byli?
You're not telling me you did fly here?
Nechcete mi snad tvrdit, že jste opravdu přiletěli?
Why couldn't we've come in the car, eh?
Proč jste nás vlastně nezavolali zpátky?
What's a Howler?
Co je to Hulák?
I've been wanting a word – you don't mind if he's a couple of minutes late, do you, Professor Sprout?
Chtěl jsem si s tebou promluvit… Nebude vám vadit, když přijde o pár minut později, že ne, paní profesorko?
Gave you a taste for publicity, didn't I?
Tys přišel na to, jaké to je být středem pozornosti, že?
Just calm down, all right?
Takže se uklidni, jasné?
I mean, a few people have heard of you, haven't they?
Protože o tobě už přece sem tam někdo slyšel, že?
Now, who can tell me the properties of the Mandrake?
Kdo z vás mi poví, jaké vlastnosti mandragora má?
Who can tell me why?
Kdo mi řekne proč?
Wasn't that your flying car?
To létající auto bylo tvoje, že jo?
That Lockhart's something, isn't he?
Ten Lockhart je ale kanón, co říkáte?
Have you read his books?
Četli jste jeho knihy?
What've we got this afternoon?
Co vlastně máme odpoledne?
Why, demanded Ron, seizing her schedule, have you outlined all Lockhart's lessons in little hearts?
Řekni mi, zeptal se Ron, který si prohlížel její rozvrh, proč máš všechny Lockhartovy hodiny označené srdíčkem?
All right, Harry?
Ahoj, Harry.
D'you think – would it be all right if – can I have a picture?
Poslyš – neměl bys nic proti tomu kdybych – můžu si tě vyfotografovat?
107
A picture?
Vyfotografovat?
It's amazing here, isn't it?
Je to tu prostě senzační, že jo?
Maybe your friend could take it and I could stand next to you?
Třeba by se toho mohl ujmout tvůj kamarád a já bych se postavil vedle tebe…
And then, could you sign it?
A mohl bys mi pak tu fotku podepsat?
Signed photos?
Fotky s podpisem?
You're giving out signed photos, Potter?
Takže ty teď rozdáváš podepsané fotografie, Pottere?
Jealous?
Já že mu závidím?
Of what?
A co asi?
What's all this, what's all this?
Co je to tady, co to má znamenat?
Who's giving out signed photos?
Kdo tady rozdává fotografie s podpisem?
What is Gilderoy Lockhart 's favorite color?
Jaká je oblíbená barva Zlatoslava Lockharta?
What is Gilderoy Lockhart's secret ambition?
Jaká je tajná touha Zlatoslava Lockharta?
What, in your opinion, is Gilderoy Lockhart's greatest achievement to date?
Jaký byl podle vašeho názoru dosud největší čin Zlatoslava Lockharta?
When is Gilderoy Lockhart's birthday, and what would his ideal gift be?
Kdy má Zlatoslav Lockhart narozeniny a co by pro něj byl ten největší dárek?
Where is Miss Hermione Granger?
Kde je slečna Hermiona Grangerová?
Yes?
Copak?
Well, they're not – they're not very – dangerous, are they?
Ale ti přece – ti nejsou zas až tak nebezpeční?
Can you believe him?
A vy byste mu věřili?
Hands on?
Na vlastní kůži?
All right, Harry?"
V pohodě, Harry?
Whassamatter? Will you sign it?
Co je, sím tě? Podepíšeš mi ji?
You were the youngest House player in a hundred years, weren't you, Harry?
Ty jsi nejmladší hráč kolejního družstva za celých sto let, Harry?
Weren't you?
Že ano?
Is it easy?
Je to lehké?
Is that your own broom?
Tohle je tvoje vlastní koště?
Is that the best one there is?
Je nejlepší na světě?
108
Is it true there are four balls?
Je pravda, že se hraje se čtyřmi míči?
And two of them fly around trying to knock people off their brooms?"
A dva z nich že létají kolem a snaží se srazit hráče z košťat?
And what are the other balls for?
A k čemu jsou ty další míče?
And you're the Gryffindor Seeker, aren't you?
A ty jsi chytač za Nebelvír, viď?
There you are, Harry, what kept you?
Konečně jsi tady, Harry, kde ses tak zdržel?
Is that clear?
je to všem jasné?
Any questions?
Máte nějaké dotazy?”
Why couldn't you have told us all this yesterday when we were awake?
Proč jsi nám to všecko neřekl včera, když jsme nebyli ospalí?
Aren't you finished yet?
To jste ještě neskončili?
What's that funny clicking noise?
Co je to za divné cvakání?
Who's that?
Kdo je to?
What's going on?
Co se to tu děje?
Why's that first year taking pictures?
Jak to, že ten prvák fotografuje?
He could be a Slytherin spy, trying to find out about our new training program.
Co když to je zmijozelský špeh a chce zjistit něco o našem novém tréninkovém programu?
What makes you say that?
Proč myslíš?
You've got a new Seeker?
Cože – vy máte nového chytače?
Where?
A kdo to je?
Aren't you Lucius Malfoy's son?
Nejsi ty syn Luciuse Malfoye?
What's happening?
Co je?
Why aren't you playing?
Proč nehrajete?
And what's he doing here?
A co tu dělá tenhleten?
Good, aren't they?
Vypadají dobře, co?
How dare you!;
Co se to opovažuješ?
Are you all right?
Nestalo se ti nic?
What happened, Harry?
Co se stalo, Harry?
What happened? Is he ill?
Co se stalo? Ono je mu špatně?
But you can cure him, can't you?
Ale ty ho dokážeš vyléčit, viď?
109
Can you hold him still, Harry?
Mohl bys Rona chvilku podržet, Harry?
What did Lockhart want with you, Hagrid?
Co ti Lockhart vůbec chtěl, Hagride?
Who was he tryin' ter curse?
komu se pokoušel učarovat?
I haven't got one?
Jak to, že já eště žádnou nedostal?
Treacle fudge, Ron?
Chceš sirupovej bonbón, Rone?
Gettin' on well, aren't they?
Že ale rostou, co?
What've you been feeding them?
Čím je hnojíš?
An Engorgement Charm, I suppose?
Určitě za to může Vykrmovací kouzlo, viď, Hagride?
What're we doing, Professor?
A co budeme dělat, paní profesorko?
Oh no – Professor, can't I go and do the trophy room, too?
To snad ne – nemohl bych taky leštit stříbro v Pamětní síni?
What?
Cože?
Sorry?
Prosím?
What voice?
Jaký hlas?
That – that voice that said – didn't you hear it?
Ten – ten šeplavý hlas, co říkal… Vy jste ho neslyšel?
What are you talking about, Harry?
O čem to mluvíš, Harry?
Perhaps you're getting a little drowsy?
Nejsi už moc ospalý?
Id never have believed it - the time's flown, hasn't it?"
Opravdu bych nevěřil, že to tak uteklo?"
How was it with Lockhart?
Jaké to bylo u Lockharta?
And Lockhart said he couldn't hear it?
A Lockhart říkal, že on nic neslyšel?
D'you think he was lying?
Myslíš, že lhal?
But you would think, wouldn't you, he erupted suddenly, pulling the letter back out of his pocket, that getting hit forty – five times in the neck with a blunt axe would qualify you to join the Headless Hunt?
Kdo by si ale nepomyslel, vybuchl a zase vytáhl dopis, že když ho pětačtyřicetkrát seknou tupou sekerou do krku, je už dostatečně oprávněn, aby se zúčastnil Honu bezhlavých– nemám snad pravdu?
So – what's bothering you?
A copak dělá starosti tobě, Harry?
Anything I can do?
Mohu ti nějak pomoci?
Filth!
Co je to tady za svinčík?
Feel out of step in the world of modern magic?
Necítíte se jistě ve světě moderních čar?
Find yourself making excuses not to perform simple spells?
Vymlouváte se, abyste nemuseli dělat ani jednoduchá kouzla?
110
Ever been taunted for your woeful wandwork?
Už se vám někdy posmívali, jak neohrabaně zacházíte s hůlkou?
Why on earth did Filch want a Kwikspell course? Did this mean he wasn't a proper wizard?
Pro všechno na světě, proč si Filch objednal kurz Rychločar? Že by snad nebyl opravdový kouzelník?
Have you – did you read…?
Vy jste – vy jste mi četl…
Did it work?
Tak co, zabralo to?
Was that you?
Tak to jste zařídil vy?
Harry – would I be asking too much – but no, you wouldn't want…
Harry nechtěl bych po tobě příliš? Ale ne, o tohle bys určitě nestál…
What is it?
Co máte na mysli?
...but I daresay you'd rather go to the school feast?
...ale ty bys šel asi raději na školní slavnost?
... do you think you could possibly mention to Sir Patrick how very frightening and impressive you find me?"
… myslíš, že by ses siru Patrickovi třeba mohl zmínit, jak moc ti naháním strach?”
A deathday party?
Oslava úmrtí?
Why would anyone want to celebrate the day they died?"
Proč by měl někdo oslavovat den, kdy zemřel?
Is that supposed to be music?
To má být hudba?
Shall we have a look around?
Pojďme si to tu trochu prohlédnout,
Who?
Na koho?
She haunts a toilet?
Ona straší na záchodech?
Can you taste it if you walk though it?
A cítíte tu chuť, když jím projdete?
Can we move? I feel sick, said Ron.
Pojďte pryč, mně je z toho špatně, vybídl je Ron.
Nibbles?
Zobnete si taky?
OY! MYRTLE!
URŠULO! SLYŠÍŠ?
What?
Co je?
How are you, Myrtle?
Jak se máš, Uršulo?
No – honestly – didn't I just say how nice Myrtle's looking?
Ne – namouduši… že jsem právě říkala, jak to Uršule sluší?
D'you think I don't know what people call me behind my back?
Myslíte, že nevím, jak mi lidé za zády říkají?
Enjoying yourselves?
Bavíte se dobře?
How are you? Head still hanging in there?
Jak se máš, Nicku? Ještě pořád ti hlava drží?
Harry, what're you…?
Harry, co je s tebou?
111
...how could it be moving upward?
...jak se ten hlas dostával vzhůru?
Was it a phantom, to whom stone ceilings didn't matter?
Byl to snad nějaký přelud, pro který kamenné stropy nejsou žádnou překážkou?
Harry, what was that all about?
Harry, co tohle všechno mělo znamenat?
What's that thing – hanging underneath?
Co je to tam – co to visí pod tím nápisem?
Shouldn't we try and help…
Neměli bychom se pokusit nějak jí pomoct?
What's going on here?
Co se to tu děje?
What's going on?
Co je to tady?
What's happened to Mrs. Norris?
Co se stalo paní Norrisové?
Not dead?
Že není mrtvá?
But why's she all – all stiff and frozen?
Ale proč potom – proč je celá ztuhlá a jako kus ledu?
Why was he in the upstairs corridor at all?
Co vůbec pohledávali v tě chodbě nahoře?
Why wasn't he at the Halloween feast?"
Jak to, že se nezúčastnili školní slavnosti?”
But why not join the feast afterward?
Ale proč jste se potom nevrátili na školní slavnost?
Why go up to that corridor?
Proč jste šli do té chodby nahoře?
Without any supper?
Bez večeře?
D'you think I should have told them about that voice I heard?
Myslíte, že jsem jim měl říct o tom hlasu, který jsem slyšel?
You do believe me, don't you?
Ale věříš mi, že jsem ho slyšel, ne?
What was that writing on the wall about?
Cože bylo napsané na té stěně?
What's that supposed to mean?
ale co to má znamenat?
And what on earth's a Squib?
A co pro všechno na světě je moták?
Where is she?
Kde vůbec je?
Why do you want it?
A proč po nich tolik toužíš?
What's that?
A ty víš, oč v ní jde?
Miss – er…?
Slečno – ehm…
Miss Grant?
Ano, slečno Grantová?
Please, sir, don't legends always have a basis in fact?
Promiňte, pane profesore, cožpak se pověsti vždycky nezakládají na faktech?
Sir – what exactly do you mean by the 'horror within' the Chamber?
Pane profesore – co přesně jste měl na mysli tou hrůzou, která se v komnatě skrývá?
112
But, sir, said Seamus Finnigan, if the Chamber can only be opened by Slytherin's true heir, no one else would be able to find it, would they?
Ale pane profesore, namítl Seamus Finnigan, jestliže tu komnatu dokáže otevřít jedině Zmijozelův skutečný dědic, pak by ji nikdo jiný nedokázal ani najít, nemyslíte?
What's a boy in his class saying about you?
Co o tobě mohl říkat někdo z jeho třídy?
D'you really think there's a Chamber of Secrets?
Ty si opravdu myslíš, že nějaká Tajemná komnata existuje?
Have you ever seen spiders act like that?
Už jste někdy viděli, že by se pavouci chovali takhle?
No, said Harry, have you, Ron? Ron?
Já ne, řekl Harry. A ty, Rone? – Rone…?
What's up?
Co je s tebou?
Remember all that water on the floor?
Vzpomínáte si na tu kaluž, co tady byla?
Where did that come from?
Odkud se všechna ta voda vzala?
What's the matter?
Co je zas?
Hello, Myrtle, how are you?
Nazdar, Uršulo! Jak se máš?
What are you whispering?
Co si to šuškáte?
Did you see anyone near here that night?
Neviděla jsi tady ten večer někoho?
What were you…?
Co jste tam…
Don't you care what this looks like?
Copak vám nesejde na tom, jak to vypadá?
Why shouldn't we be here?
A proč bychom tu nesměli být?
Who can it be, though?
Ale kdo to může být?
Who'd want to frighten all the Squibs and Muggle – borns out of Hogwarts?
Kdo by chtěl z Bradavic vyhnat motáky a všechny žáky z mudlovských rodin?
Who do we know who thinks Muggle – borns are scum?
Kdopak tvrdí, že všichni z mudlovských rodin nejsou víc než chamraď?
Who can it be, though?
Ale kdo to může být?
Malfoy, the Heir of Slytherin?
Malfoy že by byl Zmijozelův dědic?
But how do we prove it?
Ale jak to dokážeme?
If, in a month or so, you feel like explaining, you will let us know, won't you? said Ron irritably.
Víš co? Jestli budeš ochotná nám to tak za měsíc vysvětlit, dej nám vědět, prosím tebe, vyzval ji Ron podrážděně.
What's that?
Co je to?
D'you think we've got nothing better to do in Potions than listen to Snape?
Ty myslíš, že při hodinách lektvarů nevíme nic lepšího než poslouchat, co Snape vykládá?
What if we were stuck looking like three of the
Co když nám to zůstane a budeme pořád
113
Slytherins forever?
vypadat jako někdo ze Zmijozelu?
Ready? Harry muttered
Tak co, jsi připravená? zeptal se šeptem
Er – Professor Lockhart? Hermione stammered.
Ehm – pane profesore, vypravila ze sebe Hermiona
Possibly my very favorite book. You enjoyed it?
Jedna z mých velice oblíbených knih. Líbila se vám?
Yes, nice, isn't it?
Je pěkné, že?
Tomorrow's the first Quidditch match of the season, I believe?
Takže zítra hrajete první letošní utkání ve famfrpálu, že?
Gryffindor against Slytherin, is it not?
Nebelvír proti Zmijozelu, pokud vím?
Excuse me? said Ron sharply.
Cože? naježil se Ron
What d'you mean, a bit of whoever we're changing into?
Co tím myslíš, ždibec z toho, v koho se máme proměnit?
D'you realize how much we're going to have to steal, Hermione?
Uvědomuješ si, co všecko budeme muset ukrást, Hermiono?
What're we going to do, break into Snape's private stores?
takže co uděláme – vloupáme se do Snapeových soukromých zásob?
But not toenails, okay?
Ale žádné nehty z prstů na nohou, platí?
How long will it take to make, anyway?
A jak dlouho to bude trvat?
A month? said Ron
Za měsíc? namítl Ron
All right there, Scarhead?
Jaké je to tam nahoře, ty nádhero?
What was going on?
Co se to děje?
What's going on?
Co se to děje?
Fred, George, where were you when that Bludger stopped Angelina scoring?
Frede a Georgi, kde jste byli, když ten Potlouk zabránil Angelině dát gól?
Ready to resume play?
Jste připraveni pokračovat ve hře?
Training for the ballet, Potter?
Trénuješ na balet, Pottere?
Why can't I just go to the hospital wing?
Proč nemůžu prostě jít na ošetřovnu?
ah, Mr. Weasley, Miss Granger, would you escort him?
Pane Weasleyi a slečno Grangerová, mohli byste ho doprovodit?
You will be able to, won't you?
Dokážete to ale, že to dokážete?
How can you stick up for Lockhart no’w, Hermione, eh?
Tak co, Hermiono, ještě se budeš Lockharta zastávat?
Anyone can make a mistake, said Hermione. And it doesn't hurt anymore, does it, Harry?
Splést se může každý, mínila Hermiona. A už to aspoň nebolí – řekni, Harry?
114
If it's got bits of Slytherins in it? You've got to be joking, said Ron.
Pokud v něm bude špetka někoho ze Zmijozelu? To si snad děláš legraci! prohlásil Ron.
Dobby warned and warned Harry Potter. Ah sir, why didn't you heed Dobby?
Dobby ho přece varoval znovu a znovu. Proč jste neposlechl Dobbyho, pane?
Why didn't Harry Potter go back home when he missed the train?
Proč se Harry Potter nevrátil domů, když mu ujel vlak?
What're you doing here?
Co tady děláš?
And how did you know I missed the train?
A jak víš, že mi ujel vlak?
Why d'you wear that thing, Dobby?
Proč vlastně tohleto nosíš, Dobby?
This, sir? said Dobby, plucking at the pillowcase
Tohle, pane? zatahal skřítek za povlak
Your Bludger? said Harry, anger rising once more.
Cože, tvůj Potlouk? řekl Harry a znovu se ho zmocnil vztek.
What d'you mean, your Bludger?
Jak to myslíš, tvůj Potlouk?
You made that Bludger try and kill me?
To ty můžeš za to, že se mě ten Potlouk pokoušel zabít?
Oh, is that all? said Harry angrily
A nic víc?! vyhrkl Harry vztekle
I don't suppose you're going to tell me why you wanted me sent home in pieces?
Nejspíš mi ale neřekneš, proč jsi chtěl, str 82 aby mě poslali domů třeba i rozbitého na maděru?
So there is a Chamber of Secrets? Harry whispered.
Takže Tajemná komnata v Bradavicích opravdu existuje?
And did you say it's been opened before?
A – říkal jsi, že už kdysi byla otevřená?
But I'm not Muggle – born – how can I be in danger from the Chamber?
Já přece nejsem z mudlovské rodiny – proč by pro mě Komnata měla být nebezpečná?
Who is it, Dobby?
Kdo za tím stojí, Dobby?
Who's opened it? Who opened it last time?
Kdo Komnatu otevřel? A kdo ji otevřel tenkrát?
What happened?
Co se stalo?
Petrified? whispered Madam Pomfrey.
Je proměněný v kámen? zeptala se šeptem madame Pomfreyová
You don't think he managed to get a picture of his attacker?
Myslíte, že se mu podařilo vyfotografovat toho, kdo na něj zaútočil?
What does this mean, Albus?
Co to znamená, Albusi?
But, Albus… surely… who?
Ale Albusi… to přece… kdo vlastně?
You haven't seen Ron or Hermione, have you?
Neviděl jsi náhodou Rona nebo Hermionu?
115
Harry! she said. You gave us such a fright – come in how's your arm?
Harry! řekla. Ty jsi nás ale vylekal. Pojď sem – co tvoje ruka?
The sooner we get a confession out of Malfoy, the better, snarled Ron. D'you know what I think?
Čím dřív Malfoye vyzpovídáme, tím líp, zabručel Ron. Víte, co si myslím?
The Chamber of Secrets has been opened before?
Takže Tajemná komnata byla už někdy otevřená?
I want to know how come nobody's noticed it sneaking around the school.
Vysvětlete mi, jak to, že si jí nikdo nevšiml, jak se plíží po škole?
So Dobby stopped us from getting on the train and broke your arm." He shook his head. You know what, Harry? If he doesn't stop trying to save your life he's going to kill you. není ?
Takže to byl Dobby, kdo nám zabránil stihnout vlak a má na svědomí tvou ruku… Potřásl hlavou. Tak se mi zdá, Harry, že když se bude pokoušet zachránit ti život, jednou tě zabije. v
What can he do?
Co nadělá?
What, you reckon Slytherin's monster can duel?
Ty myslíš, že se Zmijozelův netvor vyzná v soubojích?
Could be useful, he said to Harry and Hermione as they went into dinner. Shall we go?
Mohlo by to pro nás být užitečné, řekl Harrymu a Hermioně cestou na večeři. Nezajdeme tam?
I wonder who'll be teaching us?
Jsem zvědavá, kdo nás bude učit
Can everyone see me? Can you all hear me? Excellent!
Postavte se tady dokola! Vidíte mě všichni? Slyšíte mě všichni? Výtečně!
Wouldn't it be good if they finished each other off? Ron
Bylo by nejlepší, kdyby vyřídili jeden druhého, v CZ není ? zamumlal Ron Harrymu do ucha.
muttered in Harry's ear. Do you think he's all right?
EN
v CZ není ?
Myslíte, že se mu něco stalo? v CZ není ? To je přece fuk! řekli Harry s Ronem unisono.
Who cares? said Harry and Ron together. Longbottom and Finch – Fletchley, how about you…
Longbottome a Finch – Fletchleyi, co třeba vy dva? v EN není ? Co třeba Malfoy a Potter? křivým
How about Malfoy and Potter? úsměvem. Professor, could you show me that blocking thing again?
Pane profesore, mohl byste mi ještě jednou ukázat, jak se takové kouzlo odráží?
Scared?
Bojíš se, co?
What, drop my wand?
Cože, to mám upustit hůlku?
What do you think you're playing at?
Na co si to vlastně hraješ?
Why didn't you tell us?
Proč jsi nám to nikdy neřekl?
I'm a what? said Harry.
Cože mám? zaváhal Harry
A boa constrictor told you it had never seen Brazil?
Hroznýš královský ti řekl, že v životě nebyl v Brazílii?
So? said Harry.
A co má být? ohradil se Harry.
116
What's bad?
Co je na tom špatného?
What's wrong with everyone?
Co se to s vámi všemi děje?
Oh, that's what you said to it?
To že jsi mu řekl?
What d'you mean? You were there – you heard me…
Jak to myslíš? Přece jsi tam byl… slyšel jsi mě
I spoke a different language?
Já že jsem mluvil jiným jazykem?
I didn't realize how can I speak a language without knowing I can speak it?
Ale – vůbec jsem si to neuvědomil – jak mohu mluvit nějakou jinou řečí, když ani nevím, že ji umím?
D'you want to tell me what's wrong with stopping a massive snake biting off Justin's head?
Mohl bys mi vysvětlit, co na tom bylo špatného, když jsem tomu velikému hnusnému hadovi zabránil, aby Justinovi ukousl hlavu?
I did it as long as Justin doesn't have to join the Headless Hunt?
Co záleží na tom, jak jsem to dokázal, jestliže se Justin nemusel přidat k Honu bezhlavých?
Could he be a descendant of Salazar Slithering?
Může opravdu být potomkem Salazara Zmijozela?
Hat wanted to put you in Slytherin, don't you remember?
Jenže Moudrý klobouk tě chtěl poslat do Zmijozelu, ty už se nepamatuješ?
That's not the kind of thing you bandy about with Slytherin's heir on the loose, is it?
Jenomže něčím takovým se přece nikdo chlubit nebude; když nablízku řádí Zmijozelův dědic, nemám pravdu?
You definitely think it is Potter, then, Ernie?
Takže ty myslíš, že to určitě dělá Potter, Ernie?
Have you ever heard of a decent one who could talk to snakes? Remember what was written on the wall?
Nebo jsi už slyšela o nějakém slušném čaroději, který by dovedl mluvit s hady? v EN není ? Vzpomínáte si na ten nápis na stěně?
He can't be all bad, can he?
Nemůže zase být tak úplně špatný, nemyslíš?
I wonder what other powers Potter's been hiding?
Rád bych věděl, jaké jiné schopnosti ještě Potter tají!
What do you want with him?
A co mu chceš?
Then you noticed that after I spoke to it, the snake backed off?
v CZ není ? Takže jste si všimli, že se ten had odplazil, jen jsem na něj promluvil?
Why would I want to attack Muggle – borns?
Proč bych měl napadat studenty z mudlovských rodin?
All righ', Harry?
Jseš v pořádku, Harry?
Why aren't yeh in class?
Proč nejseš na vyučování?
What're you doing in here?
Co tady děláš?
Yeh sure yeh're all righ'?
Vážně jseš v pořádku, Harry?
Would anyone believe he hadn't had anything to do with this?
Ale uvěří mu někdo, že s tím neměl nic společného?
What's Potter up to?
Copak má Potter za lubem?
117
Surely it couldn't hurt if he took the hat down and tried it on again?
Určitě nikomu nebude vadit, když pro ten klobouk sáhne a znovu si ho vyzkouší?
Bee in your bonnet, Harry Potter?
Copak, Harry Pottere, snad nemáš nějaké brouky v hlavě? v CZ není ?
You don't think it was me, Professor?
Takže vy si nemyslíte, že jsem to udělal já, pane profesore?
What could possibly do that to a ghost?
Kdo mohl něco takového udělat duchovi?
Are you sure?
Víš to jistě?
Are you speaking to me again?
Ty se mnou už zase mluvíš?
You do want to investigate Malfoy, don't you?
Chcete Malfoye vyzpovídat nebo ne?
Oh, all right, all right, said Harry. But what about you?
Ano, to víš, že ano, přisvědčil Harry. Ale co ty?
Whose hair are you ripping out?
Komu vyškubneš vlasy ty?
Remember Millicent Bulstrode wrestling with me at the Dueling Club?
Vzpomínáte si, jak se mnou Millicent Bulstrodeová zápasila v Soubojnickém klubu?
Have you ever heard of a plan where so many things could go wrong?
Už ses někdy řídil plánem, ve kterém může selhat tolik věcí?
How thick can you get?
Jak moc někdo může ztloustnout?
Hermione?
Hermiono?
Did you get them?
Tak co – povedlo se?
Now what? Ron whispered. Ready? he called.
A co teď? zeptal se šeptem Ron. str 99 Jste připraveni? zeptal se.
Are you two okay?
Jste oba v pořádku?
Hermione, are you okay?
Hermiono, jsi v pořádku?
We'll meet you back here, all right?
Pak se sejdeme tady ano?
Eh?
Cože?
How's this?
Je to takhle lepší?
Any ideas? muttered Harry.
Napadá tě něco? zamumlal Harry.
I beg your pardon?
Jak to myslíš?
Our common room?
Naší společenské místnosti?
What're you doing down here? said Ron in surprise.
Co děláš tady dole? zeptal se Ron překvapeně
That, he said stiffly, is none of your business. It's Crabbe, isn't it?
Do toho ti nic není, pronesl odměřeně. Ty jsi Crabbe, že?
118
Have you two been pigging out in the GreatHal l all this time?
To jste se celou dobu cpali ve Velké síni?
And what're you doing down here, Weasley?
A co ty děláš tady dole, Weasleyi?
What's the new password again?he said to Harry.
Jak že je to nové heslo? obrátil se na Harryho
Well? said Malfoy impatiently as Harry handed the clipping back to him.
Tak co? zeptal se Malfoy nedočkavě, když mu Harry výstřižek vrátil.
Don't you think it's funny?
Tobě to nepřipadá srandovní?
What's up with you, Crabbe? snapped Malfoy
Hele, co je s tebou, Crabbe? osopil se na něj Malfoy.
Potter, can I have your picture, Potter?
Pottere, můžu si tě vyfotografovat, Pottere?
Can I have your autograph?
Můžeš mi dát svůj autogram?
Can I lick your shoes, please, Potter?
Můžu ti olízat boty, Pottere – prosím, prosím?
What's the matter with you two?
Co je to s váma dvěma?
You know I haven't, Goyle, how many times do I have to tell you?
Víš dobře, že nemám, Goyle, kolikrát ti to mám říkat?
D'you know if the person who opened the Chamber last time was caught?
A ty víš, jestli toho, kdo Komnatu otevřel naposled chytili, nebo, ne?
Azkaban? said Harry, puzzled.
V Azkabanu? zeptal se Harry zmateně.
You know the Ministry of Magic raided our manor last week?
Říkal jsem vám, že ministerstvo kouzel u nás minulý týden udělalo domovní prohlídku?
What's the matter? said Ron
Co je s tebou? zeptal se Ron.
What's up? said Ron uncertainly. Have you still got Millicent's nose or something?
Co je? zeptal se Ron nejistě, To ještě pořád máš Millicentin nos či co?
I don't suppose you've got any new leads?
Asi jste mezitím neobjevili žádné další řešení?
What's that?
Co to máš?
You sleep with this under your pillow?
To spíš s tímhletím pod polštářem?
Is Lockhart the smarmiest bloke you've ever met, or what?
Ten Lockhart je vážně nejúlisnější chlápek, jakého jsme kdy viděli, nezdá se ti?
You don't think someone else's been attacked?
Myslíš, že zas někoho přepadli?
Now what's up with her? said Ron.
Now what's up with her? said Ron.
What's up, Myrtle? said Harry.
Co se stalo, Uršulo? zeptal se Harry
Who's that? glugged Myrtle miserably. Come to throw something else at me?
Kdo jste? zakloktala Uršula zoufale. Přišli jste po mně ještě něčím hodit?
119
v EN není ?
I mean, it'd just go right through you, wouldn't it?
Vždyť by to tebou proletělo, nebo snad ne?
What a lovely game, I don't think!
To je přece bezva hra, nemyslíte?
Who threw it at you, anyway? asked Harry.
A kdo ji po tobě vůbec hodil? zeptal se Harry.
What? said Harry.
Co je? ohradil se Harry
Are you crazy? said Ron.
Ty ses snad zbláznil? vytkl mu Ron.
Dangerous? said Harry, laughing.
Nebezpečná? rozesmál se Harry.
Come off it, how could it be dangerous?
Prosím tě, co to povídáš, jak by kniha mohla být nebezpečná?
How on earth d'you know that? said Harry in amazement.
Odkud to proboha víš? žasl Harry.
I wonder why someone wanted to flush it away? I don't know why you don't chuck it, Harry.
To bych rád věděl, proč ho tedy chtěl někdo spláchnout? Nechápu, proč to nevyhodíš, Harry?
What?
Co je?
Well, the Chamber of Secrets was opened fifty years ago, wasn't it?
Právě před padesáti lety byla přece otevřena Tajemná komnata. v EN není ?
So?
A co má být?
Well, what if Riddle got his special award není ? for catching the Heir of Slytherin?
A co když to vyznamenání dostal za to,
His diary would probably tell us everything – where the Chamber is, and how to open it, and what sort of creature lives in it – the person who's behind the attacks this time wouldn't want that lying around, would they?
Z jeho deníku bychom se nejspíš dozvěděli všechno: kde Komnata je, jak ji otevřít a jaký netvor v ní žije. Ten, kdo za těmi útoky stojí dnes, by si rozhodně nepřál, aby se tu deník jen tak válel, nemyslíš?
What's going on?
Co se to tu děje?
Oy, you! 'Arty Potter!
Ano, ty, ty! Jsi přece Arry Potter?
Stay still!
Ani hnout, slyšíš?
What's going on here?
Co tady vyvádíš? v EN není ? Co to tu děláte za kravál? v EN není ? Copak si tam asi Potter píše?
v EN není ?
v
CZ
že chytil Zmijozelova dědice?
What's all this commotion? Wonder what Potter's written in this? How did you come by my diary?
v EN není ?
What do you mean?
Jak jsi přišel k mému deníku? v EN není ? Co tím chceš říct?
Do you know anything about the Chamber of Secrets?
Víš něco o Tajemné komnatě?
Who was it last time?
Kdo to byl tenkrát?
120
What did Riddle mean?
Jak to Raddle myslel?
Er – I'll just go, shall I?
Ehm – tak já zas půjdu, co myslíte?
You wanted to see me, Professor Dippet?
Chtěl jste se mnou mluvit, pane profesore Dippete?
Surely you want to go home for the holidays?
Copak vy nechcete jet na prázdniny domů?
You live in a Muggle orphanage during the holidays, I believe?
Vy o prázdninách bydlíte v mudlovském sirotčinci, že?
You are Muggle – born?
Vy jste z mudlovské rodiny?
And are both your parents…?
A oba vaši rodiče…
You mean all these attacks, sir?
Riddle, do you mean you know something about these attacks?
Myslíte všechny ty útoky, pane? str 111 Jak to myslíte? v CZ není ? Raddle, má to snad znamenat, že o těch přepadeních něco víte?
What are you doing, wandering around this late, Tom?
Co tady pohledáváte tak pozdě, Tome?
What yer doin' down here, Tom?
Co ty tady dole, Tome?
What's up?
Co je s tebou?
How many monsters d'you think this place can hold?
Kolik netvorů se podle tebe tady do hradu vejde?
Riddle does sound like Percy – who asked him to squeal on Hagrid, anyway?
Raddle mi opravdu připomíná Percyho – kdo se ho vůbec prosil, aby to na Hagrida píchnul?
You met Hagrid down Knockturn Alley, didn't you, Harry?
Ty jsi Hagrida přece potkal na Obrtlé ulici, že, Harry?
Do you think we should go and ask Hagrid about it all?
Myslíte, že bychom měli za Hagridem zajít a na to všecko se ho zeptat?
Hello, Hagrid. Tell us, have you been setting anything mad and hairy loose in the castle lately?
Ahoj, Hagride, hele, nepouštěl jsi v poslední době po hradě něco běsnícího a chlupatého?
What happened, Harry?
Co se to tu dělo, Harry?
Is there anything missing?
Neztratilo se ti nic?
What?
Cože?
He'd have to tell a teacher all about the diary, and how many people knew why Hagrid had been expelled fifty years ago?
Musel by někomu z učitelů říct o deníku úplně všecko, a kolik lidí ještě vědělo, proč Hagrida před padesáti lety vyloučili?
I just heard it again – didn't you?
Právě jsem ho znovu zaslechl – vy ne?
What does she understand?
Co že pochopila?
But why's she got to go to the library?
A proč musela do knihovny?
What do you mean?
121
I don't suppose either of you can explain this?
Tohle mi asi jeden ani druhý nebudete moci vysvětlit, že?
Haven't any of the teachers noticed that the Slytherins are all safe?
Copak si opravdu žádný učitel nevšiml, že se nic nestalo nikomu ze Zmijozelu?
The Heir of Slytherin, the monster of Slytherin Zmijozelu– don't they just chuck all the Slytherins out?
Může za to Zmijozelův dědic, netvor ze– proč why jednoduše nevyhodí celou zmijozelskou kolej?
What're we going to do?
Co budeme dělat?
D'you think they suspect Hagrid?
Myslíš, že mají podezření na Hagrida?
What're you two doin' here?
Co vy tady pohledáváte?
What's that for?
K čemu to máš?
Are you okay, Hagrid?
Jsi v pořádku, Hagride?
Did you hear about Hermione?
O Hermioně už to víš?
Take me? said Hagrid, who was trembling. Take me where?
Odvést – mne odvést? zeptal se Hagrid a chvěl se po celém těle. A kam?
Not Azkaban?
Vy mě chcete dát do Azkabanu?
What're you doin' here?
Co vy tady pohledáváte?
My dear man, please believe me, I have no pleasure at all in being inside your – er – d'you call this a house? And what exactly did you want with me, Lucius?
Milý pane, můžete mi věřit, že mě nijak netěší být ve vašem – ehm – vy tomu říkáte dům? str 119 A co jste mi vlastně chtěl, Luciusi?
How many attacks have there been now?
Ke kolika útokům už tady došlo?
Two more this afternoon, wasn't it?
Dnes odpoledne ke dvěma dalším, nebo se snad mýlím?
I mean to say, who can?
Chci říct, kdo jiný to dokáže?
An' how many did yeh have ter threaten an' blackmail before they agreed, Malfoy, eh?
Jo? A kolika z nich jste musel vyhrožovat nebo je vydírat, než na to kývnuli, Malfoyi, co?
But what good were these words?
Jenže co mu ta slova byla platná?
Who exactly were they supposed to ask for help, when everyone was just as confused and scared as they were?
Koho vlastně měli požádat o pomoc, když všichni byli stejně zmatení a vystrašení jako oni sami?
Sir, why don't you apply for the headmaster's job?
Proč vy se vlastně neucházíte o místo ředitele?
That Draco Malfoy character, said Ernie, breaking off dead twigs, he seems very pleased about all this, doesn't he?
Tenhle Draco Malfoy, řekl Ernie a odlamoval uschlé větvičky, se chová, jako by z toho všeho měl náramnou radost, nezdá se vám?
Do you think it's Malfoy, Harry?
A co ty, Harry – nemyslíš, že za tím stojí Malfoy?
Er – aren't there – aren't there supposed to be werewolves in the forest?
Totiž – nejsou tam… neříká se, že v Zapovězeném lese jsou vlkodlaci?
122
Why all these long faces?
Cože se tváříte tak nešťastně?
Don't you people realize, said Lockhart, speaking slowly, as though they were all a bit dim, the danger has passed!
Copak vy nechápete, pronesl Lockhart pomalu, jako by všichni byli poněkud přihlouplí, že nám už žádné nebezpečí nehrozí?
Says who?
To říká kdo?
We weren't there, remember?
My tam přece nebyli, copak to nevíš?
What d'you reckon? What?
Jak to odhaduješ? str 123 Co to může být?
Hear me?
Co, mě že uslyší?
What d'you think it's doing?
Co myslíš, že teď dělá?
D'you think it's gone?
Myslíš, že je to pryč?
What?
Cože?
What is it?
Co se děje?
Is it Hagrid?
Hagrid?
In trouble?
V nesnázích?
Why has he sent you?
Ale proč poslal vás?
And you… you didn't come from the Chamber of Secrets?
Ale ty… copak ty nejsi z Tajemné komnaty?
I!
Já?
So you never – never attacked anyone?
Tys tedy – ty jsi nikdy nikoho nenapadl?
But then… Do you know what did kill that girl?
Ale v tom případě… Ty víš kdo to děvče doopravdy zabil?
What is it? said Harry urgently. Go? said Aragog slowly. I think not…
Ale co to je? zeptal se Harry naléhavě. v EN není ? Že půjdete? řekl Aragog pomalu. To sotva…
Are you okay?
Jsi v pořádku?
What was the point of sending us in there?
Proč nás za těmi pavouky vůbec posílal?
What have we found out, I’d like to know?
Co jsme se vlastně dozvěděli, to mi pověz!
What if she never left the bathroom?
co jestli v té umývárně zůstala?
What if she's still there?
Co když tam pořád ještě je?
You don't think – not Moaning Myrtle? Exams? howled Seamus Finnigan. We're still getting exams?
Snad nemyslíš – ty myslíš Ufňukanou Uršulu? v CZ není ? Zkoušky? zasténal Seamus Finnigan. Copak my ještě budeme skládat zkoušky?
What had he learned so far this year?
Co se letos zatím naučil?
123
v EN není ?
str 128
Can you imagine me taking exams with this?
Dovedeš si představit, že bych šel ke zkouškám s tímhle? Teď už na tom nezáleží, že jsme se Uršuly nemohli zeptat, viď? řekl Harrymu.
It won't matter that we never asked Myrtle, then! he said to Harry . What's up?
Copak?
What is it? said Harry.
O co jde? zeptal se Harry.
What? said Ron. Is it something about the Chamber of Secrets?
No tak? povzbudil ji Ron. v EN není ? Má to co dělat s Tajemnou komnatou?
Have you seen something?
Viděla jsi něco?
Someone acting oddly?
Někoho, kdo by se choval divně?
What sort of thing?
A co to bylo?
How do you know?
Jak to víš?
What were you doing, Percy?
A při čem že tě to přistihla, Percy?
Potter! Weasley! What are you doing?
Pottere! Weasleyi! Co tady děláte?
Wonder if she did see the attacker, though?
Stejně bych rád věděl, jestli toho útočníka viděla.
And Mrs. Norris?
A co paní Norrisová?
But how's the basilisk been getting around the place?
Ale jak se bazilišek pohyboval po hradě?
What if it's a bathroom? What're we going to do?
Co když je v nějaké umývárně? v CZ není ? Co uděláme?"
Should we go straight to McGonagall?
Půjdeme rovnou za McGonagallovou?
Not another attack?
Snad ne další útok?
Not now?
Zrovna teď?
What'll we do?
Co budeme dělat?
Go back to the dormitory?
Vrátíme se do ložnice?
How can you be sure?
Jak to víte s takovou jistotou?
Who is it?
Kdo to byl?
Which student?
Která studentka?
So sorry – dozed off – what have I missed?
Velice se omlouvám – na chvilku jsem si zdřímnut – co jsem propásl?
Weren't you saying just last night that you've known all along where the entrance to the Chamber of Secrets is?
Neříkal jste snad právě včera večer, že celou dobu víte, kde je vchod do Tajemné komnaty?
Yes, didn't you tell me you were sure you knew what
Ano, copak jste mi neříkal, že víte docela jistě,
124
was inside it?
co se skrývá uvnitř?
D – did I? I don't recall…
To – to že jsem říkal? Už se nepamatuji…
Didn't you say that the whole affair had been bungled, and that you should have been given a free rein from the first?
Neříkal jste snad, že škola tu záležitost úplně zpackala a že vám měli dát volnou ruku od samého začátku?
Harry" said Ron. D'you think there's any chance at all she's not – you know…
Harry? ozval se Ron. Myslíš, že vůbec je nějaká naděje, že není,… víš, co myslím…
D'you know what?
Víš co? navrhl Ron.
Are you going somewhere?
Vy někam jedete?
What about my sister? You mean you're running away?
A co moje sestřička? v EN není ? Chcete říct, že hodláte utéct?
After all that stuff you did in your books…
Po tom všem, co jste dokázal ve svých knihách?
So you've just been taking credit for what a load of other people have done?
Vy jste si prostě přisvojil zásluhy za to, co vykonali jiní?
What do you want this time?
Co chceš tentokrát?
How? said Harry.
Ale jak? zeptal se Harry.
Where exactly did you see the eyes?
Kde přesně jsi ty oči viděla?
Boys, he said, his voice feeble. Boys, what good will it do?
Chlapci, chlapci, namítl chabým hlasem, k čemu to bude dobré?
Ron! he shouted. Are you okay? Ron!
Rone! zvolal. Nestalo se ti nic? Rone!
What now?
A co teď?
He had never tried to break apart anything as large as these rocks by magic, and now didn't seem a good moment to try – what if the whole tunnel caved in?
Ještě nikdy se nepokoušel pomocí kouzel rozbít něco tak obrovského jako ty balvany tady a nezdálo se, že by byla vhodná chvíle to zkoušet. Co kdyby se zbortil celý tunel?
Could the basilisk be lurking in a shadowy corner, behind a pillar?
Může se bazilišek skrývat v nějakém temném koutě nebo za některým sloupem?
And where was Ginny?
A kde je Ginny?
Tom – Tom Riddle?
Ty jsi Tom – Tom Raddle?
What d'you mean, she won't wake?
Jak to myslíš, že se neprobudí?
She's not – she's not…?
Není přece – řekni, že není…
Are you a ghost?
Ty jsi duch?
Did you see…?
Neviděl jsi…
What d'you mean?
Jak to myslíš? v CZ není ? Jak to myslíš, že ji nebudu…
v EN není ?
What d'you mean, I won't be…?
125
How did Ginny get like this?
Jak se Ginny ocitla v takovémhle stavu?
What are you talking about? What d'you mean?
O čem to mluvíš? Co tím chceš říct?
Haven't you guessed yet, Harry Potter?
Copak jsi to ještě neuhádl, Harry Pottere?
Tom, what am I going to do?
Co mám dělat, Tome?
And why did you want to meet me?
A proč ses se mnou chtěl setkat?
And you framed him, didn't you?
A tys ho nařkl z něčeho, co neudělal.
Well, you can imagine how it looked to old Armando Dippet. Armando.
Dokážeš si představit, co si o tom musel myslet starý Dippet?
Haven't I already told you, said Riddle quietly, that killing Mudbloods doesn't matter to me anymore?
Copak jsem ti neřekl, namítl Raddle klidně, že na zabíjení mudlovských šmejdů mi víc nezáleží?
What if you found out how to work it, and I repeated all her secrets to you? What if, even worse, I told you who'd been strangling roosters?
Co kdybys přišel na to, jak s ním zacházet, a já ti zopakoval všechna její tajemství? v CZ není ? A ještě horší by bylo, kdybych ti řekl, kdo uškrtil ty kohouty!
Like what?
Na co třeba?
Well, said Riddle, smiling pleasantly, how is it that you a skinny boy with no extraordinary magical talent – managed to defeat the greatest wizard of all time?
Například na to, řekl Raddle s milým úsměvem, jak je možné, že nemluvně, které nemělo žádné mimořádné kouzelnické nadání, dokázalo přemoci největšího kouzelníka všech dob? v
není ? How did you escape with nothing but a scar, while Lord Voldemort's powers were destroyed?
v CZ není ?
Jak to, že ty jsi vyvázl jen s pouhou jizvou, zatímco vznešený lord Voldemort ztratil veškerou svou sílu?
Why do you care how I escaped?
Co tobě záleží na tom, jak jsem vyvázl?
You see? he whispered.
Vidíš? zašeptal
You think I was going to use my filthy Muggle father's name forever?
Myslíš snad, že jsem chtěl navěky používat jméno svého hnusného mudlovského otce?
I, in whose veins runs the blood of Salazar Slytherin himself, through my mother's side?
Já, v jehož žilách z matčiny strany koluje krev samotného Salazara Zmijozela?
I, keep the name of a foul, common Muggle, who abandoned me even before I was born, just because he found out his wife was a witch?
Já, že bych si ponechal jméno nějakého odporného, tuctového mudly, který opustil moji matku ještě dřív, než jsem se narodil, jen proto, že zjistil, že je čarodějka?
Not what? snapped Riddle.
Co nejsem? vyštěkl Raddle.
Fawkes? Harry breathed, and he felt the bird's golden claws squeeze his shoulder gently
jsi ty Fawkesi? vydechl Harry a cítil, jak mu pták svými zlatými drápy jemně stiskl rameno.
Do you feel brave, Harry Potter?
Připadáš si teď statečný, Harry Pottere?
126
CZ
Do you feel safe now?
Máš jistotu, že se ti nemůže nic stát?
How did you survive?
Jak to, že jsi to přežil?
Harry wanted to shout, Don't leave me! but what chance did a phoenix have against the king of serpents?
Harry měl chuť křiknout Zůstaň se mnou! – ovšem jaké vyhlídky měl fénix proti hadímu králi?
Do you see what he's doing, Potter?
Vidíš, co dělá, Pottere?
But was this dying?
Bylo to však umírání?
How did you kill that – that thing?
jak jsi dokázal zabít toho… toho netvora?
W – where's Riddle?
A k kde je Raddle?
What'll Mum and Dad say?
Co řeknou mamka a taťka?
What happened?
Co s tebou bylo?
How – what – where did that bird come from?
Je to všecko za námi, je to – kde se tu vzal ten pták?
How come you've got a sword?
A cože máš meč?
Where's Lockhart?
Kde je Lockhart?
Odd sort of place, this, isn't it?
Tohle je dost podivné místo, viďte?
Do you live here?
Vy tady bydlíte?
Have you thought how we're going to get back up this?
Uvažoval jsi o tom, jak se tím dostaneme zpátky nahoru?
You're alive? she said blankly to Harry
Ty žiješ? oslovila zaraženě Harryho
Where now?
Kam teď?
You saved her! You saved her! How did you do it?
Tys ji zachránil! Tys ji zachránil! Jak jsi to dokázal?
But how on earth did you all get out of there alive, Potter? What if they expelled her?
Ale jak proboha jste odtamtud všichni vyvázli živí, Pottere? v EN n A co když ji vyloučí ze školy?
How could they prove it had been he who'd made her do it all?
Jak teď dokážou, že to byl Raddle, kdo ji přiměl, aby to všecko udělala?
W – what's that?
Co – cože?
You – Know – Who? En – enchant Ginny?
Vy – víte – kdo že o – očaroval Ginny?
But Ginny's not… Ginny hasn't been… has she?
Ale Ginny přece není… přece nebyla… nebo snad ano?
What's our Ginny got to do with – with – him?
Co má naše Ginny společného s – s ním?
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What have I always told you?
Copak jsem tě vůbec nic nenaučil?
Never trust anything that can think for itself if you can't see where it keeps its brain?
Nikdy nevěř ničemu, co samo dokáže myslet, pokud nevidíš, kde to má mozek.
Why didn't you show the diary to me, or your mother?
Proč jsi ten deník neukázala mně nebo své matce?
Might I ask you to go and alert the kitchens?
Mohu vás požádat, abyste šla a zburcovala všechny v kuchyni?
I'll leave you to deal with Potter and Weasley, shall I?
Takže s Potterem a Weasleym to vyřídíte vy že ano?
What exactly had Professor McGonagall meant, deal with them?
Co měla profesorka McGonagallová na mysli, když řekla, že to Brumbál s nimi vyřídí?
Surely – surely – they weren't about to be punished?
Neznamenalo to snad – to snad ne! – že je potrestá?
Why so modest, Gilderoy?
Cože jste tak skromný, Zlatoslave?
Am I a professor?
Já že jsem profesor?
I expect I was hopeless, was I?
Můj ty bože, počítám, že jsem byl dost beznadějný případ, ne?
Sword? said Lockhart dimly.
Meč? zeptal se Lockhart přihlouple.
Would you mind taking Professor Lockhart up, to the infirmary too?
Byl byste tak laskav a odvedl byste profesora Lockharta také na ošetřovnu?
Did he, now?
To že řekl?
And what do you think, Harry?
A co si myslíš ty, Harry?
Voldemort put a bit of himself in me?
Voldemort že do mě vložil něco ze svého vlastního já?
Dear me, we do seem to run through them, don't we?
Opravdu to vypadá, že nám žádný dlouho nevydrží, co říkáš?
So – have you stopped the attacks yet?
A co – už jste ty útoky zastavili?
Have you caught the culprit?
A našli jste pachatele?
Well? said Mr. Malfoy sharply. Who is it?
Skutečně? zeptal se pan Malfoy ostře. A kdo to je?
Don't you want to know how Ginny got hold of that diary, Mr. Malfoy? said Harry.
Chcete vědět, jak Ginny k tomu deníku přišla, pane Malfoyi? zeptal se Harry.
How should I know how the stupid little girl got hold of it? he said.
Odkud bych měl vědět, jak k němu ta malá hloupá holka přišla? osopil se na něj.
You picked up her old Transfiguration book and slipped the diary inside it, didn't you?
Vzal jste si její starou učebnici přeměňování a ten deník jste do ní zastrčil – že je to tak?
Can I give that diary back to Mr. Malfoy, please?
Mohu panu Malfoyovi ten deník vrátit, prosím?
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What the…?
Co to má…
What's that? spat Mr. Malfoy. What did you say?
Co to meleš? osopil se na něj pan Malfoy. Co to má znamenat?
You told me all this had nothing to do with He – Who – Must – Not – Be – Named, remember? The Dark Lord, before he changed his name, could be freely named, you see?
Říkal jsi, že to všecko nemá nic společného s Tím – jehož – jméno – nesmíme – vyslovit – pamatuješ se? v CZ není ? Dřív než si Pán zla sám změnil jméno, mohl je přece vyslovit každý, chápete?
Ginny – what did you see Percy doing, that he didn't want you to tell anyone?
Ginny – při čem jsi vlastně Percyho přistihla, že chtěl, abys to nikomu neříkala?
What?
Cože?
You won't tease him, will you?
Ale nebudete si z něj dělat legraci, že ne?
Call me at the Dursleys', okay?
Zavolejte mi k Dursleyovým, ano?
Your aunt and uncle will be proud, though, won't they?
Ale tvůj strýc a teta na tebe budou pyšní, že?
When they hear what you did this year?
Až se dozvědí, co jsi letos dokázal?
Proud? said Harry.
Pyšní? řekl Harry.
Are you crazy?
Blázníš?
All those times I could've died, and I didn't manage it?
Když jsem tolikrát mohl přijít o život a nepodařilo se mi to?
Were there escapators?
A měli tam ujížděcí schody?
D'you know what I think?
Víte, co si myslím?
I'm a what? said Harry.
Cože mám? zaváhal Harry
I just heard it again – didn't you?
Právě jsem ho znovu zaslechl – vy ne?
Friends who don't even write to Harry Potter?
Kamarády, kteří Harrymu Potterovi ani nepíšou?
Oh, that's what you said to it?
To že jsi mu řekl?
You think I was going to use my filthy Muggle father's name forever?
Myslíš snad, že jsem chtěl navěky používat jméno svého hnusného mudlovského otce?
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