The study has been carried out within the subproject No. 8 “Latvian Language Acquisition” framework of the National Research Programme “Latvian Language”. The aim of this article is to analyse the results of Latvian language skills of the minority pre-school children who attend pre-school groups with Russian as the everyday communication language, the minority pre-school children who attend pre-school groups with Latvian as the everyday language, and Latvian pre-school children. The recordings of children’s speeches were made in Kurzeme pre-school education institu-tions during May and June of 2019 and 2020 before the children started to attend primary school. The findings obtained in this study are illustrated only with the results in vocabulary acquisition, taking into account that one of the most important tasks in learning a second language at pre-school age is vocabulary acquisition. Creating a conviction for beginning a new activity – communication in another language, not in the mother tongue, is of linguodidactic and psychological importance. Knowledge of a larger or smaller vocabulary is the basis for starting to speak a language. The study uses a picture-based conversation, with a maximum of 20 minutes spent in conversation with each child. The criteria proposed by Ingēra Tomme-Jukēvica (Tomme-Jukēvica 2018) have been used; they indicate the level of language skills (0 (insufficient level) – not showing or showing very minimal (<5%) knowledge and skills; 1 (low level) shows minimal (<25%) knowledge and skills; 2 (medium level) shows mediocre (>50%) knowledge and skills; 3 (high level) shows good (>75%) knowledge and skills. The article points out that each individual’s worldview forms with the mother tongue’s help and compares some striking linguistic lexical differences, paying particular attention to the comparative examples of Latvian and Russian languages. By referring to Latvian and Russian examples, the authors demonstrate that it may be necessary to divide the action expressed in one word in one language by creating a word group or even a phrase in another language. The Latvian language proficiency researchers should be aware that children with different native languages (Latvian or Russian) may have different worldviews, demanding additional actions of thinking and speech from the second language speaker. Therefore, second language acquisition at the pre-school age is an essential prerequisite for continuing bilingual studies or studies in Latvian at school. Observations made during the research in the National Research Programme testify that in pre-school education institutions, the process of education usually is interesting for children. However, as the analysis of the recordings of children’s speech in Kurzeme reveals, in those minority children groups where the everyday communication language is Russian and where Latvian is usually taught only two times a week for approximately 30–45 minutes, and also where the visual infor
{"title":"Dzimtās un otrās latviešu valodas prasme pirmsskolas vecumā: vārdu krājums","authors":"Dace Markus, Valentīna Kaļiņina","doi":"10.37384/lva.2021.040","DOIUrl":"https://doi.org/10.37384/lva.2021.040","url":null,"abstract":"The study has been carried out within the subproject No. 8 “Latvian Language Acquisition” framework of the National Research Programme “Latvian Language”. The aim of this article is to analyse the results of Latvian language skills of the minority pre-school children who attend pre-school groups with Russian as the everyday communication language, the minority pre-school children who attend pre-school groups with Latvian as the everyday language, and Latvian pre-school children. The recordings of children’s speeches were made in Kurzeme pre-school education institu-tions during May and June of 2019 and 2020 before the children started to attend primary school. The findings obtained in this study are illustrated only with the results in vocabulary acquisition, taking into account that one of the most important tasks in learning a second language at pre-school age is vocabulary acquisition. Creating a conviction for beginning a new activity – communication in another language, not in the mother tongue, is of linguodidactic and psychological importance. Knowledge of a larger or smaller vocabulary is the basis for starting to speak a language. The study uses a picture-based conversation, with a maximum of 20 minutes spent in conversation with each child. The criteria proposed by Ingēra Tomme-Jukēvica (Tomme-Jukēvica 2018) have been used; they indicate the level of language skills (0 (insufficient level) – not showing or showing very minimal (<5%) knowledge and skills; 1 (low level) shows minimal (<25%) knowledge and skills; 2 (medium level) shows mediocre (>50%) knowledge and skills; 3 (high level) shows good (>75%) knowledge and skills. The article points out that each individual’s worldview forms with the mother tongue’s help and compares some striking linguistic lexical differences, paying particular attention to the comparative examples of Latvian and Russian languages. By referring to Latvian and Russian examples, the authors demonstrate that it may be necessary to divide the action expressed in one word in one language by creating a word group or even a phrase in another language. The Latvian language proficiency researchers should be aware that children with different native languages (Latvian or Russian) may have different worldviews, demanding additional actions of thinking and speech from the second language speaker. Therefore, second language acquisition at the pre-school age is an essential prerequisite for continuing bilingual studies or studies in Latvian at school. Observations made during the research in the National Research Programme testify that in pre-school education institutions, the process of education usually is interesting for children. However, as the analysis of the recordings of children’s speech in Kurzeme reveals, in those minority children groups where the everyday communication language is Russian and where Latvian is usually taught only two times a week for approximately 30–45 minutes, and also where the visual infor","PeriodicalId":231190,"journal":{"name":"Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122146421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dace Markus, Dina Bethere, Marta Jakušina, Valērija Krasovska, Kārlis Markus, Agrita Tauriņa, Alise Valtere, Tija Zīriņa
The issue of state language skills has been crucial in the Latvian education system since the renewal of the national independence in 1991, and important decisions have been taken in recent years, which could contribute to the learning of the Latvian language in the educational process. The main point is that minority pre-school education institutions should implement a bilingual learning methodology to ensure that children are able to speak Latvian in daily communication and successfully start learning at least bilingually in the first grade. The Cabinet Regulations No. 716 “Regulations Regarding the State Guidelines for Pre-school Education and the Model Pre-school Education Programmes” adopted 21 November 2018 and in force since 1 September 2019 (MK 2018, Nr. 716) state “to provide a child with a possibility to prepare for the acquisition of basic education” (section 3.5) and explain the differences in the content of pre-school education implementation programmes included in the pre-school education programme of the minority pre-school education programme, the special pre-school education programme, and the special pre-school minority education programme (see section 4). One of the tasks for pre-school language researchers in the sub-project No. 8 of the National Research Programme “Latvian Language” was to test Latvian and minority children’s real Latvian proficiency by performing the pre-school children’s Latvian proficiency test and analysis, taking into account the regional distribution, differences in pre-school education groups by the language of instruction and in children’s mother tongue. From 2018 to 2021, 1) a Latvian language proficiency test for children of pre-school age and its results’ assessment system were developed, 2) pre-school children’s language records were made in Kurzeme, Latgale, and Riga pre-school education institutions, 3) knowledge of Latvian and its usage skills were analysed and compared: a) for children with Latvian as the mother tongue, b) for minority children who attend pre-school groups with Latvian as the language of daily communication, c) for minority children who attend pre-school groups with Russian as the dominant language. During the study, in conversations with parents, the authors found out that in families of minority children whose knowledge of Latvian was insufficient, communication takes place in Russian, and in minority children’s groups in pre-school education institutions with Russian as daily communication language, Russian dominates in communication with children and their parents and visual information. The results of analysis of children’s language: Pre-schoolers who attend an educational establishment’s group with Latvian as daily communication language demonstrate good knowledge and skills of Latvian and are prepared to learn in Latvian at school. The Latvian proficiency of minority children attending pre-school education groups with the dominant Russian language is insufficient and do
{"title":"Pirmsskolēnu latviešu valodas apguves rezultāti Latvijā: Kurzemē, Rīgā un Latgalē","authors":"Dace Markus, Dina Bethere, Marta Jakušina, Valērija Krasovska, Kārlis Markus, Agrita Tauriņa, Alise Valtere, Tija Zīriņa","doi":"10.37384/lva.2021.007","DOIUrl":"https://doi.org/10.37384/lva.2021.007","url":null,"abstract":"The issue of state language skills has been crucial in the Latvian education system since the renewal of the national independence in 1991, and important decisions have been taken in recent years, which could contribute to the learning of the Latvian language in the educational process. The main point is that minority pre-school education institutions should implement a bilingual learning methodology to ensure that children are able to speak Latvian in daily communication and successfully start learning at least bilingually in the first grade. The Cabinet Regulations No. 716 “Regulations Regarding the State Guidelines for Pre-school Education and the Model Pre-school Education Programmes” adopted 21 November 2018 and in force since 1 September 2019 (MK 2018, Nr. 716) state “to provide a child with a possibility to prepare for the acquisition of basic education” (section 3.5) and explain the differences in the content of pre-school education implementation programmes included in the pre-school education programme of the minority pre-school education programme, the special pre-school education programme, and the special pre-school minority education programme (see section 4). One of the tasks for pre-school language researchers in the sub-project No. 8 of the National Research Programme “Latvian Language” was to test Latvian and minority children’s real Latvian proficiency by performing the pre-school children’s Latvian proficiency test and analysis, taking into account the regional distribution, differences in pre-school education groups by the language of instruction and in children’s mother tongue. From 2018 to 2021, 1) a Latvian language proficiency test for children of pre-school age and its results’ assessment system were developed, 2) pre-school children’s language records were made in Kurzeme, Latgale, and Riga pre-school education institutions, 3) knowledge of Latvian and its usage skills were analysed and compared: a) for children with Latvian as the mother tongue, b) for minority children who attend pre-school groups with Latvian as the language of daily communication, c) for minority children who attend pre-school groups with Russian as the dominant language. During the study, in conversations with parents, the authors found out that in families of minority children whose knowledge of Latvian was insufficient, communication takes place in Russian, and in minority children’s groups in pre-school education institutions with Russian as daily communication language, Russian dominates in communication with children and their parents and visual information. The results of analysis of children’s language: Pre-schoolers who attend an educational establishment’s group with Latvian as daily communication language demonstrate good knowledge and skills of Latvian and are prepared to learn in Latvian at school. The Latvian proficiency of minority children attending pre-school education groups with the dominant Russian language is insufficient and do","PeriodicalId":231190,"journal":{"name":"Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums","volume":"38 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131720983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ilze Auziņa, Kristīne Levāne-Petrova, Roberts Darģis, Kristīne Pokratniece, Inga Kaija
The Latvian Language Learners Corpus (LaVA) developed at the Institute of Mathematics and Computer Science, University of Latvia, includes more than 1000 texts created by foreign Latvian language learners studying at Latvian higher education institutions for the first or second semester reaching A1 (possibly A2) Latvian language proficiency level. The size of the corpus is more than 180 000 words. The morphologically annotated texts have been checked manually; the language learners' errors have been manually annotated. In addition, each text is accompanied by information about the author of the text (metadata): gender, age, native language, knowledge of other languages. When analysing the data, this information can be used to determine how the learner's mother tongue and language skills, in general, affect the acquisition of the Latvian language. Users of the corpus can analyse the data both on the LaVA website (see http://lava.korpuss.lv/search) and in the SketchEngine tool, where the quantitative and qualitative analysis of the data can be performed. The quantitative approach makes it possible to find out the tendencies of the use of a word, word form, or construction and allows to determine the frequency of mistakes made by language learners. In addition, the objectivity of the research is ensured by looking at the data of language learners from different aspects and performing repeated analysis. For example, by statistically analysing the nouns used in learners' texts, it can be concluded that declension 4 nouns are most often used. The next in terms of frequency of use are declension 1, 5 and 2 nouns, while declension 3 and 6 nouns and indeclinable nouns are used very rarely. Qualitative analysis reveals certain features of morphology and word formation, including aspects of syntax, based on empirical data. It is possible to qualitatively analyse the erroneous use of nouns, verbs, or other parts of speech, trying to understand what rules determine this. For example, consider using non-reflexive verbs instead of reflexive verbs, using infinitives instead of finite forms (person forms), using a suffix that does not fit the noun paradigm, etc. According to LaVA data analysis, including learners error analysis, exercises and tests are generated. The exercises are intended to help the language learner to strengthen the linguistic competence of the Latvian language, for example, the use of verb forms in the indicative mood, both in indefinite and perfect tense forms. Exercise creation consists of three stages: (1) analysis of LaVA errors and identification of typical errors, (2) Collecting of sample sentences from various corpora of the Latvian language, for example, LVK2018, Saeima, with word forms and constructions in which language learners most often make mistakes in LaVA texts, (3) generation of different exercises using the selected sample sentences.
{"title":"Latviešu valodas apguvēju korpusa (LaVA) izmantošana pētniecībā un mācību uzdevumu izstrādē","authors":"Ilze Auziņa, Kristīne Levāne-Petrova, Roberts Darģis, Kristīne Pokratniece, Inga Kaija","doi":"10.37384/lva.2021.142","DOIUrl":"https://doi.org/10.37384/lva.2021.142","url":null,"abstract":"The Latvian Language Learners Corpus (LaVA) developed at the Institute of Mathematics and Computer Science, University of Latvia, includes more than 1000 texts created by foreign Latvian language learners studying at Latvian higher education institutions for the first or second semester reaching A1 (possibly A2) Latvian language proficiency level. The size of the corpus is more than 180 000 words. The morphologically annotated texts have been checked manually; the language learners' errors have been manually annotated. In addition, each text is accompanied by information about the author of the text (metadata): gender, age, native language, knowledge of other languages. When analysing the data, this information can be used to determine how the learner's mother tongue and language skills, in general, affect the acquisition of the Latvian language. Users of the corpus can analyse the data both on the LaVA website (see http://lava.korpuss.lv/search) and in the SketchEngine tool, where the quantitative and qualitative analysis of the data can be performed. The quantitative approach makes it possible to find out the tendencies of the use of a word, word form, or construction and allows to determine the frequency of mistakes made by language learners. In addition, the objectivity of the research is ensured by looking at the data of language learners from different aspects and performing repeated analysis. For example, by statistically analysing the nouns used in learners' texts, it can be concluded that declension 4 nouns are most often used. The next in terms of frequency of use are declension 1, 5 and 2 nouns, while declension 3 and 6 nouns and indeclinable nouns are used very rarely. Qualitative analysis reveals certain features of morphology and word formation, including aspects of syntax, based on empirical data. It is possible to qualitatively analyse the erroneous use of nouns, verbs, or other parts of speech, trying to understand what rules determine this. For example, consider using non-reflexive verbs instead of reflexive verbs, using infinitives instead of finite forms (person forms), using a suffix that does not fit the noun paradigm, etc. According to LaVA data analysis, including learners error analysis, exercises and tests are generated. The exercises are intended to help the language learner to strengthen the linguistic competence of the Latvian language, for example, the use of verb forms in the indicative mood, both in indefinite and perfect tense forms. Exercise creation consists of three stages: (1) analysis of LaVA errors and identification of typical errors, (2) Collecting of sample sentences from various corpora of the Latvian language, for example, LVK2018, Saeima, with word forms and constructions in which language learners most often make mistakes in LaVA texts, (3) generation of different exercises using the selected sample sentences.","PeriodicalId":231190,"journal":{"name":"Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129841233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research is conducted within the framework of the National Research Programme (NRP) “Latvian Language” (No. VPP-IZM-2018/2-0002) 8th sub-project, “Acquisition of Latvian Language”. The aim of this article is to summarise and systematise the scientific knowledge on the promotion of Latvian language in ethnically and linguistically heterogeneous pre-school groups in the context of a competency-based approach. In Latvia, the competency-based approach has been implemented in pre-school educational institutions since 2019. In the pedagogical work, the transition has taken place from the result to the process, emphasising the child being a researcher. The implementation of this approach has changed the arrangement of the pre-school environment, and also the work of teachers has improved in order to successfully develop the child’s self-directed learning, thinking and creativity, self-knowledge and transversal skills. In the pre-school, children develop literacy, which determines the acquisition of Latvian language both in Latvian and ethnic minority pre-school education programmes. In the competency-based curriculum, it is indicated that the following language acquisition skills should be achieved at the end of pre-school education: • a child can explain why people use language when communicating, listen to the text, name the people acting in it, re-tell the events, invent a continuation to a text, ask questions if confused and answer a specific question, clearly and consistently tell what is seen, heard and experienced, participate in a conversation, does not interrupt the speaker, uses different speech intonations when speaking, distinguishes and names sounds, marks sound with an appropriate letter, reads words and understands what is read, writes written letters; • a child who has acquired an ethnic minority pre-school education curriculum can answer questions in Latvian about what he/she has seen and heard, ask questions to obtain the information, express one’s needs, engage in a conversation on topics related to everyday life and the learning process; learns to pronounce sounds correctly, knows printed letters, reads short words used in the learning process and everyday situations (Pirmsskolas mācību programma 2019). However, it is a challenge for the national education system to ensure high achievements in language acquisition for both monolingual and bilingual children. From an early age, the children’s language development is focused on the expansion and perfection of their skills. At first, children learn to understand and use the sounds, then the words, then the sentences, and finally the whole text. This ensures a diverse interaction with the social environment, using the language tools that stimulate the child’s personal development and the formation of social experience. Within the framework of the NRP “Latvian Language”, a study has been conducted in relation to the language acquisition of pre-school children, indicating the main prob
这项研究是在“拉脱维亚语”国家研究方案(NRP)的框架内进行的。VPP-IZM-2018/2-0002)第八子课题“拉脱维亚语习得”。本文的目的是在以能力为基础的方法背景下，总结和系统化关于促进拉脱维亚语在种族和语言异质性学前群体中的科学知识。在拉脱维亚，自2019年以来，在学前教育机构中实施了基于能力的方法。在教学工作中，发生了从结果到过程的转变，强调儿童是研究者。这种方法的实施改变了学前环境的安排，也改善了教师的工作，以成功地发展儿童的自主学习，思维和创造力，自我知识和横向技能。在学前教育阶段，儿童发展识字能力，这决定了拉脱维亚人和少数民族学前教育方案中拉脱维亚语的习得。在以能力为基础的课程中，指出在学前教育结束时应该达到以下语言习得技能:•孩子可以解释为什么人们在交流时使用语言，听课文，说出在课文中表演的人的名字，复述事件，发明课文的延续，如果困惑就问问题，回答一个具体的问题，清楚和一致地说出所看到的，听到的和经历的，参与谈话，不打断说话者，说话时使用不同的语音语调，区分和命名声音，用适当的字母标记声音。读单词并理解所读的内容，写书面信件;•接受少数民族学前教育课程的儿童可以用拉脱维亚语回答关于他/她所看到和听到的问题，提出问题以获得信息，表达自己的需求，参与与日常生活和学习过程有关的话题的对话;学习正确发音，认识印刷字母，阅读学习过程和日常生活中使用的短单词(Pirmsskolas mācību programma 2019)。然而，如何确保单语儿童和双语儿童在语言习得方面取得高成就，对国家教育系统来说是一个挑战。从很小的时候起，孩子们的语言发展就集中在他们技能的扩展和完善上。首先，孩子们学习理解和使用声音，然后是单词，然后是句子，最后是整篇课文。这确保了与社会环境的多样化互动，使用语言工具刺激孩子的个人发展和社会经验的形成。在国家方案“拉脱维亚语”的框架内，就学龄前儿童的语言习得问题进行了一项研究，指出了主要问题。因此，本文提出了以下研究问题:(1)在学前机构实施能力本位教学法的两年中，儿童语言习得的机会是如何得到改善的?(2)双语教育的好处和挑战是什么?(3)可以提供哪些解决方案来改善这种情况?
{"title":"Kompetenču pieeja un latviešu valodas apguve pirmsskolā: problēmas un risinājumi","authors":"Dina Bethere, Agrita Tauriņa, Tija Zīriņa","doi":"10.37384/lva.2021.057","DOIUrl":"https://doi.org/10.37384/lva.2021.057","url":null,"abstract":"The research is conducted within the framework of the National Research Programme (NRP) “Latvian Language” (No. VPP-IZM-2018/2-0002) 8th sub-project, “Acquisition of Latvian Language”. The aim of this article is to summarise and systematise the scientific knowledge on the promotion of Latvian language in ethnically and linguistically heterogeneous pre-school groups in the context of a competency-based approach. In Latvia, the competency-based approach has been implemented in pre-school educational institutions since 2019. In the pedagogical work, the transition has taken place from the result to the process, emphasising the child being a researcher. The implementation of this approach has changed the arrangement of the pre-school environment, and also the work of teachers has improved in order to successfully develop the child’s self-directed learning, thinking and creativity, self-knowledge and transversal skills. In the pre-school, children develop literacy, which determines the acquisition of Latvian language both in Latvian and ethnic minority pre-school education programmes. In the competency-based curriculum, it is indicated that the following language acquisition skills should be achieved at the end of pre-school education: • a child can explain why people use language when communicating, listen to the text, name the people acting in it, re-tell the events, invent a continuation to a text, ask questions if confused and answer a specific question, clearly and consistently tell what is seen, heard and experienced, participate in a conversation, does not interrupt the speaker, uses different speech intonations when speaking, distinguishes and names sounds, marks sound with an appropriate letter, reads words and understands what is read, writes written letters; • a child who has acquired an ethnic minority pre-school education curriculum can answer questions in Latvian about what he/she has seen and heard, ask questions to obtain the information, express one’s needs, engage in a conversation on topics related to everyday life and the learning process; learns to pronounce sounds correctly, knows printed letters, reads short words used in the learning process and everyday situations (Pirmsskolas mācību programma 2019). However, it is a challenge for the national education system to ensure high achievements in language acquisition for both monolingual and bilingual children. From an early age, the children’s language development is focused on the expansion and perfection of their skills. At first, children learn to understand and use the sounds, then the words, then the sentences, and finally the whole text. This ensures a diverse interaction with the social environment, using the language tools that stimulate the child’s personal development and the formation of social experience. Within the framework of the NRP “Latvian Language”, a study has been conducted in relation to the language acquisition of pre-school children, indicating the main prob","PeriodicalId":231190,"journal":{"name":"Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133626217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The history of civilization and our historical contacts lie not only in archaeological digs. Linguistics studies have both a historical and a powerful modern dimension with a significant impact on the future. The Latvian language is an undoubted national value in Latvia, and it should be valued since birth, at least in this country. It is a means of strengthening thoughts and ideas for children, a means of building their worldview, a stimulus for enriching their knowledge, creative activity, and, ultimately, civic thinking. The facts of language history and the traces of language contacts are also found in children’s language; for example, children are more likely to learn sounds that can be found in most languages of the world, while the sounds specific for each language are more difficult to learn for speakers of other languages. This time, I describe such creative linguistic activities of children that remind us of linguistic relationships and older forms and fit into our historical development. I have already analysed the examples observed in children’s Latvian, which, in adult language, we have transformed throughout history, but which very directly show the common grounds of the Baltic languages. For example, the historical change in vocalism known in Latvian phonetics, the sound change determined by the consonant /n/, is not inherited; it appeared in the Latvian language when in > ī, un > ū, an > o [uo], en > ie as a result of historical changes. When we compare Latvian words with Lithuanian, examples can be found: krītu < krintù, jūtu < juntù, protu < prantù, pieci < penkì, arī rankà > roka, etc. The change kind of lives in Latvian children’s language because we can hear examples of it: tinšu kamolā ‘tīšu kamolā’, pint matus ‘pīt matus’, un pinšu bizi ‘pīšu bizi’, dzint bārdu ‘dzīt bārdu’, uzmint uz kājas ‘uzmīt uz kājas’. These are variations of the change mentioned above, and these families had no relationship or other close contact with Lithuanians. Also, an example of simplification has been observed when, alike to the historical loss of consonant /d/, e.g. nīd-a – nī(d) -st-u, a child made a similar change: līd-a – es pašlaik jau lī(d)-st-u `lienu`. In reference to conversations between children and their parents, this article mentions Lithuanian formant -iuk and Latvian affix -uk- that are used to form masculine diminutives, whether the primary word is masculine or feminine. Problems in pronunciation of Latvian and Lithuanian only opening diphthongs ie and o [uo] not common in other languages are also described along with the reminder of play languages of children speaking Latvian or southern part of Zhemaitian subdialects as a signal that children perceive ie and o [uo] as monophonemes in contrast to biphonemic character of other diphthongs. Children learn languages gradually, first memorising the dominant, most frequently heard elements of language, e.g. maybe: es lasu, tu lasi, es nāku…, but why tu nāc? Why not tu nāki or even tu
文明史和我们的历史交往不仅存在于考古发掘中。语言学研究具有历史和强大的现代维度，对未来具有重大影响。在拉脱维亚，拉脱维亚语是一种毋庸置疑的民族价值，至少在这个国家，它应该从出生起就受到重视。它是加强儿童思想和观念的一种手段，是建立他们世界观的一种手段，是丰富他们的知识、创造性活动以及最终培养公民思维的一种刺激。语言历史的事实和语言接触的痕迹也存在于儿童的语言中;例如，孩子们更有可能学习在世界上大多数语言中都能找到的声音，而每种语言特有的声音对于说其他语言的人来说更难学习。这一次，我描述了孩子们创造性的语言活动，让我们想起语言关系和古老的形式，并符合我们的历史发展。我已经分析了在儿童拉脱维亚语中观察到的例子，在成人语言中，我们在整个历史中改变了这些例子，但它们非常直接地显示了波罗的海语言的共同点。例如，拉脱维亚语音学中已知的声乐的历史变化，由辅音/n/决定的声音变化，并没有继承;由于历史的变化，它出现在拉脱维亚语中的in > ā， un > ā， an > o [o]， en > ie。当我们比较拉脱维亚语和立陶宛语的单词时，可以发现这样的例子:krurn < krintù， jūtu < juntù， protu < prantù， pieci < penkì， ar_rank > roka等。这种变化存在于拉脱维亚儿童的语言中，因为我们可以听到这样的例子:tinšu kamolā ' tīšu kamolā '， pint matus ' pīt matus '， un pinšu bizi ' pīšu bizi '， dzint bārdu ' zīt bārdu '， uzmint uz kājas ' uzmīt uz kājas '。这些都是上述变化的变体，这些家庭与立陶宛人没有关系或其他密切接触。此外，还有一个简化的例子，就像历史上辅音/d/的丢失一样，例如，nīd-a - n æ (d)-st-u，一个孩子做了类似的改变:līd-a - es pašlaik jau l æ (d)-st-u ' lienu '。在孩子和父母之间的对话中，这篇文章提到了立陶宛语的词缀-iuk和拉脱维亚语的词缀-uk，它们被用来构成男性的小词，无论最初的词是男性的还是女性的。拉脱维亚语和立陶宛语中仅开口双元音ie和o [uo]在其他语言中不常见的发音问题也被描述为与讲拉脱维亚语或浙江次方言南部的儿童的游戏语言的提醒，作为儿童将ie和o [uo]视为单音素的信号，而不是其他双元音的双音素特征。孩子们学习语言是逐渐的，首先要记住占主导地位的、最常听到的语言元素，例如:es lasu, tu lasi, es nāku…，但为什么是tu nāc?为什么不把tu nāki或者甚至tu nāci(见下)，这样就可以很自然地将丢失的前元音前面的辅音k变成c。也许可以通过说Tu mani ļoti mīli, bet es tevi mīlu ļotāk来升级这种强度!教育是客观需要，语言技能对学习很重要。5岁的孩子Eiženija非常清楚地理解这一点:“jaun ? ba ir jauns bērns。jaun__ bā ir jāmācās, jo savādāk paliks vecs unneko nezinās。“青春就是小孩子。你必须在年轻的时候学习，否则老了就什么都不懂了。”)这篇文章只关注学前演讲记录和父母调查的结果，并强调语言环境的影响是一个促进因素或预防因素。
{"title":"Bērnu latviešu valodas attīstība artikulācijas, normu un lingvistiskās vides šķēršļu joslā","authors":"Dace Markus","doi":"10.37384/lva.2021.073","DOIUrl":"https://doi.org/10.37384/lva.2021.073","url":null,"abstract":"The history of civilization and our historical contacts lie not only in archaeological digs. Linguistics studies have both a historical and a powerful modern dimension with a significant impact on the future. The Latvian language is an undoubted national value in Latvia, and it should be valued since birth, at least in this country. It is a means of strengthening thoughts and ideas for children, a means of building their worldview, a stimulus for enriching their knowledge, creative activity, and, ultimately, civic thinking. The facts of language history and the traces of language contacts are also found in children’s language; for example, children are more likely to learn sounds that can be found in most languages of the world, while the sounds specific for each language are more difficult to learn for speakers of other languages. This time, I describe such creative linguistic activities of children that remind us of linguistic relationships and older forms and fit into our historical development. I have already analysed the examples observed in children’s Latvian, which, in adult language, we have transformed throughout history, but which very directly show the common grounds of the Baltic languages. For example, the historical change in vocalism known in Latvian phonetics, the sound change determined by the consonant /n/, is not inherited; it appeared in the Latvian language when in > ī, un > ū, an > o [uo], en > ie as a result of historical changes. When we compare Latvian words with Lithuanian, examples can be found: krītu < krintù, jūtu < juntù, protu < prantù, pieci < penkì, arī rankà > roka, etc. The change kind of lives in Latvian children’s language because we can hear examples of it: tinšu kamolā ‘tīšu kamolā’, pint matus ‘pīt matus’, un pinšu bizi ‘pīšu bizi’, dzint bārdu ‘dzīt bārdu’, uzmint uz kājas ‘uzmīt uz kājas’. These are variations of the change mentioned above, and these families had no relationship or other close contact with Lithuanians. Also, an example of simplification has been observed when, alike to the historical loss of consonant /d/, e.g. nīd-a – nī(d) -st-u, a child made a similar change: līd-a – es pašlaik jau lī(d)-st-u `lienu`. In reference to conversations between children and their parents, this article mentions Lithuanian formant -iuk and Latvian affix -uk- that are used to form masculine diminutives, whether the primary word is masculine or feminine. Problems in pronunciation of Latvian and Lithuanian only opening diphthongs ie and o [uo] not common in other languages are also described along with the reminder of play languages of children speaking Latvian or southern part of Zhemaitian subdialects as a signal that children perceive ie and o [uo] as monophonemes in contrast to biphonemic character of other diphthongs. Children learn languages gradually, first memorising the dominant, most frequently heard elements of language, e.g. maybe: es lasu, tu lasi, es nāku…, but why tu nāc? Why not tu nāki or even tu","PeriodicalId":231190,"journal":{"name":"Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133106221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Talkers in a second language can readily be identified as speaking with a foreign accent, characterized by both specific and more general deviations from the phonology of a target language. In this study, we examined the identifications of native and non-native talkers by listeners with various amounts of knowledge of the target language. Native and non-native speakers of Latvian provided materials. All the non-native talkers spoke Russian as their first language and were long-term residents of Latvia. We used Latvian as the target second language and speech samples produced either by native speakers or by ethnic Russians for whom Latvian is a second language. The text for reading was identical, talkers could not be distinguished by lexical selection or morphological and syntactic errors. A listening test, consisting of identical sentences excerpted from a short recorded passage, was presented to three groups of listeners: native speakers of Latvian, Russians for whom Latvian was a second language, and Americans with no knowledge of either language. The listeners were asked to judge whether each utterance was produced by a native or non-native talker and then evaluate the talker’s proficiency. The Latvians identified the non-native talkers accurately (88%) while the Russians were somewhat less accurate (79%). The American listeners were least accurate but still identified the non-native talkers at above chance levels, 63%. Sentence durations correlated with the judgments provided by the American listeners but not with the judgments provided by the native or L2 listeners. Interesting that there were no significant correlations between utterance duration and correct identification for Russian and Latvian listeners. Because these listeners knew the target language, they had many sources of information available to them rather than a relatively obvious characteristic such as fluency or speech rate. Research for portions of this project was provided by a grant from the International Research & Exchanges Board, with funds provided by the US Department of State (Title VII program) and the National Endowment for the Humanities. The final conclusions of the study, organisation and publication of the article were supported by the National Research Programme “Latvian language” Nr. VPP-IZM-2018/2-0002.
{"title":"A note on native and non-native accentedness judgements","authors":"D. Bond, V. Stockmal, D. Markus","doi":"10.37384/lva.2021.093","DOIUrl":"https://doi.org/10.37384/lva.2021.093","url":null,"abstract":"Talkers in a second language can readily be identified as speaking with a foreign accent, characterized by both specific and more general deviations from the phonology of a target language. In this study, we examined the identifications of native and non-native talkers by listeners with various amounts of knowledge of the target language. Native and non-native speakers of Latvian provided materials. All the non-native talkers spoke Russian as their first language and were long-term residents of Latvia. We used Latvian as the target second language and speech samples produced either by native speakers or by ethnic Russians for whom Latvian is a second language. The text for reading was identical, talkers could not be distinguished by lexical selection or morphological and syntactic errors. A listening test, consisting of identical sentences excerpted from a short recorded passage, was presented to three groups of listeners: native speakers of Latvian, Russians for whom Latvian was a second language, and Americans with no knowledge of either language. The listeners were asked to judge whether each utterance was produced by a native or non-native talker and then evaluate the talker’s proficiency. The Latvians identified the non-native talkers accurately (88%) while the Russians were somewhat less accurate (79%). The American listeners were least accurate but still identified the non-native talkers at above chance levels, 63%. Sentence durations correlated with the judgments provided by the American listeners but not with the judgments provided by the native or L2 listeners. Interesting that there were no significant correlations between utterance duration and correct identification for Russian and Latvian listeners. Because these listeners knew the target language, they had many sources of information available to them rather than a relatively obvious characteristic such as fluency or speech rate. Research for portions of this project was provided by a grant from the International Research & Exchanges Board, with funds provided by the US Department of State (Title VII program) and the National Endowment for the Humanities. The final conclusions of the study, organisation and publication of the article were supported by the National Research Programme “Latvian language” Nr. VPP-IZM-2018/2-0002.","PeriodicalId":231190,"journal":{"name":"Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122757457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The topicality of the research is related to the State policy of education to strengthen the role of the Latvian language as a national language by enabling the integration of society and intercultural dialogue. The aim of the study is to analyse the level of language competence of Grade 12 students of Latvian language of instruction in comparison with minority schools. The results of the empirical research are obtained from 468 texts written by students with the Latvian language of instruction and minority secondary education institutions in different regions of Latvia. The texts used are systematised in the balanced corpus of modern Latvian language. The research was conducted within the framework of the National Research Programme “Latvian Language” (No VPP-IZM-2018/2-0002). An analysis of essays’ content, sentences, contextual binding of their sets, language style, orthography, and punctuation has been carried out. Data from the study shows no significant difference between the skills of Latvian language of instruction and minority secondary education institutions’ students to form text according to the topic. Approximately 57% of respondents follow the proportions among different parts of the text, the binding of sentences to create the text as a whole, the principle of completion of the text; 29% of respondents use language features exactly according to language style. The most common language errors in the self-created texts of students from both types of schools are punctuation errors, the spelling of short and long vowels and consonants in words, words written together and separately, and the spelling of foreign names. Students from minority secondary schools make simpler sentence syntactic structures and by 9% fewer punctuation errors. Still, they have 32% more errors in spelling words and the use of words in sentences. In the didactic of the Latvian language, we have to think more about learning of language based on discourse, in which the text has a social context at first, only then a linguistic form. We have to develop a sense of language for students, improve a methodology for learning linguistics terminology, cooperation between teachers of all subjects, and the attitude of each teacher to their own language and speech in the learning and teaching process.
{"title":"Latviešu mācībvalodas un mazākumtautību izglītības iestāžu vidusskolēnu latviešu valodas kompetence: salīdzinošais pētījums","authors":"Zenta Anspoka","doi":"10.37384/lva.2021.119","DOIUrl":"https://doi.org/10.37384/lva.2021.119","url":null,"abstract":"The topicality of the research is related to the State policy of education to strengthen the role of the Latvian language as a national language by enabling the integration of society and intercultural dialogue. The aim of the study is to analyse the level of language competence of Grade 12 students of Latvian language of instruction in comparison with minority schools. The results of the empirical research are obtained from 468 texts written by students with the Latvian language of instruction and minority secondary education institutions in different regions of Latvia. The texts used are systematised in the balanced corpus of modern Latvian language. The research was conducted within the framework of the National Research Programme “Latvian Language” (No VPP-IZM-2018/2-0002). An analysis of essays’ content, sentences, contextual binding of their sets, language style, orthography, and punctuation has been carried out. Data from the study shows no significant difference between the skills of Latvian language of instruction and minority secondary education institutions’ students to form text according to the topic. Approximately 57% of respondents follow the proportions among different parts of the text, the binding of sentences to create the text as a whole, the principle of completion of the text; 29% of respondents use language features exactly according to language style. The most common language errors in the self-created texts of students from both types of schools are punctuation errors, the spelling of short and long vowels and consonants in words, words written together and separately, and the spelling of foreign names. Students from minority secondary schools make simpler sentence syntactic structures and by 9% fewer punctuation errors. Still, they have 32% more errors in spelling words and the use of words in sentences. In the didactic of the Latvian language, we have to think more about learning of language based on discourse, in which the text has a social context at first, only then a linguistic form. We have to develop a sense of language for students, improve a methodology for learning linguistics terminology, cooperation between teachers of all subjects, and the attitude of each teacher to their own language and speech in the learning and teaching process.","PeriodicalId":231190,"journal":{"name":"Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123822625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The popularity of teaching Latvian as a mother tongue has always been of great importance. Although various teaching materials have been developed over time, corpus-based learning materials are becoming more and more popular nowadays. Since December 2018, the Institute of Mathematics and Computer Science of the University of Latvia has carried out the Latvian State Research Programme “Latvian Language”, agreement No. VPP-IZM-2018/2-0002 (subproject “Acquisi-tion of Latvian Language”). During the project, “The Corpus of Students’ Essays” will be created. With the help of the Corpus, it will be possible to create new teaching materials and also carry out different Latvian grammar studies, etc. Based on the Corpus, it will also be possible to analyse different aspects of Latvian language acquisition of students from different Latvian schools, find out what is most difficult for students, and later work with various Latvian language acquisition issues. “Corpus of Student’s Essays” is a specialized language corpus that contains texts limited to one or more subject areas, domains, topics, etc. The corpus includes 468 essays from a class 12 Latvian language exam (approximately 185 000 running words). These are works by students of Latvian-language secondary schools, minority schools, and state gymnasiums from Kurzeme, Latgale, and Riga. “Corpus of Student’s Essays” contains uncorrected texts, retaining all typing, punctuation, etc. mistakes made by students. The corpus is automatically morphologically tagged. “Corpus of Student’s Essays”, like other language corpora, is developed in several stages. The beginning of the creation of any corpus is related to the definition of text selection criteria, then the selection of texts for the corpus, digitization, if necessary, editing, morphological annotation, creation and addition of a metadata set, etc. Since the corpus is not just texts, there is also an infrastructure for the collecting and processing of corpus data, as well as an interface for the use of the corpus. This article will deal with the structure and development stages of the “Corpus of Student’s Essays”, as well as the problems and solutions associated with it.
{"title":"Skolēnu pārspriedumu korpusa izveide","authors":"Kristīne Levāne-Petrova, Kristīne Pokratniece","doi":"10.37384/lva.2021.106","DOIUrl":"https://doi.org/10.37384/lva.2021.106","url":null,"abstract":"The popularity of teaching Latvian as a mother tongue has always been of great importance. Although various teaching materials have been developed over time, corpus-based learning materials are becoming more and more popular nowadays. Since December 2018, the Institute of Mathematics and Computer Science of the University of Latvia has carried out the Latvian State Research Programme “Latvian Language”, agreement No. VPP-IZM-2018/2-0002 (subproject “Acquisi-tion of Latvian Language”). During the project, “The Corpus of Students’ Essays” will be created. With the help of the Corpus, it will be possible to create new teaching materials and also carry out different Latvian grammar studies, etc. Based on the Corpus, it will also be possible to analyse different aspects of Latvian language acquisition of students from different Latvian schools, find out what is most difficult for students, and later work with various Latvian language acquisition issues. “Corpus of Student’s Essays” is a specialized language corpus that contains texts limited to one or more subject areas, domains, topics, etc. The corpus includes 468 essays from a class 12 Latvian language exam (approximately 185 000 running words). These are works by students of Latvian-language secondary schools, minority schools, and state gymnasiums from Kurzeme, Latgale, and Riga. “Corpus of Student’s Essays” contains uncorrected texts, retaining all typing, punctuation, etc. mistakes made by students. The corpus is automatically morphologically tagged. “Corpus of Student’s Essays”, like other language corpora, is developed in several stages. The beginning of the creation of any corpus is related to the definition of text selection criteria, then the selection of texts for the corpus, digitization, if necessary, editing, morphological annotation, creation and addition of a metadata set, etc. Since the corpus is not just texts, there is also an infrastructure for the collecting and processing of corpus data, as well as an interface for the use of the corpus. This article will deal with the structure and development stages of the “Corpus of Student’s Essays”, as well as the problems and solutions associated with it.","PeriodicalId":231190,"journal":{"name":"Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116131486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study has been carried out within the subproject No. 8 “Latvian Language Acquisition” framework of the National Research Programme “Latvian Language”. The aim of the study is to research and describe the importance of linguistic research results to speech and language therapists. In the course of studying children’s speech in 2019 and 2020 in different cities of Latvia, it was found that children of pre-school age, regardless of their mother tongue, have widespread sound pronunciation disorders, e.g. elision of the sound r (bukāns, tīs) or substitution of the sound with another sound (klāsas, klūze, gjiež). However, minority children speaking in Latvian have additional difficulties pronouncing the sounds that are not present in their native Russian. Frequently, long vowels are pronounced as short vowels, e.g. when asked what it is/they are? (ābols, krūze, šķēres, grāmata, burkāns) and what it does/they do? (ēd) the children answer abols, kruze, šķeres, gramata, burkans ed, etc., because, in their native language, there are only short vowels. The substitution of broad vowel e [ae] with the narrow e, e.g. ed [ed], is caused by the same reason. Pronunciation of the diphthong o [uo] as a long vowel has also been observed, e.g. pōgas (pogas). When children are not sure of the proper ending of a word, they do not pronounce it, e.g. abol (ābols), putn (putni), žiraf (žirafe). The speech studies of minority children also showed a large number of grammatical and vocabulary errors, which affect the development of their language and may, in the future, lead to difficulties and disruptions in the learning of the language, which, in more severe cases, lead to a disruption in the learning of subjects at school. The study results showed that in Latvia, the bilingualism of the minority pre-school children is relative. In general, only children whose families are bilingual or who attend the pre-school education groups with Latvian as the communication language speak well both their native language and Latvian. Observations during the National Research Programme show that speech therapists increasingly face the demand for minority children to learn Latvian as the second language; however, speech therapists do not have information about implementing corrections in such cases. Therefore, research on the characteristics of bilingualism and results of language studies are useful for speech therapists in diagnosing, correcting, and preventing disorders. The speaking and language skills of many minority children of pre-school age are still insufficient to continue successful learning in Latvian or bilingually. There are many phonetical and grammatical errors in their speech, while a poor vocabulary interferes with expressing thoughts and engaging in conversation. Both teachers and speech therapists need modern theoretical and practical training to raise their qualifications and implement a common understanding of the problems. The lessons learned from this project a
{"title":"Valodniecības pētījumu nozīmīgums logopēda profesijā","authors":"Marta Jakušina, Valērija Krasovska, Alise Valtere","doi":"10.37384/lva.2021.030","DOIUrl":"https://doi.org/10.37384/lva.2021.030","url":null,"abstract":"The study has been carried out within the subproject No. 8 “Latvian Language Acquisition” framework of the National Research Programme “Latvian Language”. The aim of the study is to research and describe the importance of linguistic research results to speech and language therapists. In the course of studying children’s speech in 2019 and 2020 in different cities of Latvia, it was found that children of pre-school age, regardless of their mother tongue, have widespread sound pronunciation disorders, e.g. elision of the sound r (bukāns, tīs) or substitution of the sound with another sound (klāsas, klūze, gjiež). However, minority children speaking in Latvian have additional difficulties pronouncing the sounds that are not present in their native Russian. Frequently, long vowels are pronounced as short vowels, e.g. when asked what it is/they are? (ābols, krūze, šķēres, grāmata, burkāns) and what it does/they do? (ēd) the children answer abols, kruze, šķeres, gramata, burkans ed, etc., because, in their native language, there are only short vowels. The substitution of broad vowel e [ae] with the narrow e, e.g. ed [ed], is caused by the same reason. Pronunciation of the diphthong o [uo] as a long vowel has also been observed, e.g. pōgas (pogas). When children are not sure of the proper ending of a word, they do not pronounce it, e.g. abol (ābols), putn (putni), žiraf (žirafe). The speech studies of minority children also showed a large number of grammatical and vocabulary errors, which affect the development of their language and may, in the future, lead to difficulties and disruptions in the learning of the language, which, in more severe cases, lead to a disruption in the learning of subjects at school. The study results showed that in Latvia, the bilingualism of the minority pre-school children is relative. In general, only children whose families are bilingual or who attend the pre-school education groups with Latvian as the communication language speak well both their native language and Latvian. Observations during the National Research Programme show that speech therapists increasingly face the demand for minority children to learn Latvian as the second language; however, speech therapists do not have information about implementing corrections in such cases. Therefore, research on the characteristics of bilingualism and results of language studies are useful for speech therapists in diagnosing, correcting, and preventing disorders. The speaking and language skills of many minority children of pre-school age are still insufficient to continue successful learning in Latvian or bilingually. There are many phonetical and grammatical errors in their speech, while a poor vocabulary interferes with expressing thoughts and engaging in conversation. Both teachers and speech therapists need modern theoretical and practical training to raise their qualifications and implement a common understanding of the problems. The lessons learned from this project a","PeriodicalId":231190,"journal":{"name":"Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134010446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Several text corpora have been created in Latvia, including learner corpora. One of the latest projects is the Latvian Language Learner Corpus (LaVA), which contains the works of international students studying in Latvian higher education institutions who are learning Latvian as a foreign language. The texts are morphologically tagged automatically, and learner errors are tagged manually. A sufficient scope of publications is available, which provides the theoretical basis for the creation of Latvian language learner corpora; however, there is a lack of studies or practical methodological guidelines concerning the opportunities for their application, and there is little data about the use of text corpora in language acquisition. The aim of this study is to explain from the theoretical perspective for what purposes learner corpus data may be used, as well as to illustrate the methodological groundwork with examples from the LaVA corpus. Analysis of theoretical literature has demonstrated the functions and meaning of learner corpora in research, and experience with the use of corpora in acquiring a foreign language has been analysed. Examples of the use of the LaVA corpus as a didactic resource have been prepared using Corpus Linguistics methods. The study was conducted within the state research programme project “The Latvian Language”. After studying the functions of learner corpora from the theoretical perspective, it was concluded that the target audience of the LaVA corpus mainly includes teachers of Latvian as a foreign language (LATS), authors of teaching materials, as well as Latvian language learners. To facilitate the use of the LaVA corpus, it is important to have basic knowledge of Corpus Linguistics, an understanding of the theory of language, as well as an understanding of foreign language teaching methodology. LATS teachers can use the LaVA corpus data in the creation of curricula and teaching materials, in the preparation of language proficiency tests, etc. Using the inductive approach in language acquisition, language learners can also become language researchers, can analyse the errors of other learners, etc. Undeniably, the LaVA corpus can be used in broader linguistic research, for example, in contrastive interlanguage analysis, comparing the data of language learners with the data of native speakers or the data of different groups of language learners.
{"title":"Latviešu valodas apguvēju korpuss lietojumā: teorētisks un metodoloģisks ieskats","authors":"Antra Kļavinska","doi":"10.37384/lva.2021.162","DOIUrl":"https://doi.org/10.37384/lva.2021.162","url":null,"abstract":"Several text corpora have been created in Latvia, including learner corpora. One of the latest projects is the Latvian Language Learner Corpus (LaVA), which contains the works of international students studying in Latvian higher education institutions who are learning Latvian as a foreign language. The texts are morphologically tagged automatically, and learner errors are tagged manually. A sufficient scope of publications is available, which provides the theoretical basis for the creation of Latvian language learner corpora; however, there is a lack of studies or practical methodological guidelines concerning the opportunities for their application, and there is little data about the use of text corpora in language acquisition. The aim of this study is to explain from the theoretical perspective for what purposes learner corpus data may be used, as well as to illustrate the methodological groundwork with examples from the LaVA corpus. Analysis of theoretical literature has demonstrated the functions and meaning of learner corpora in research, and experience with the use of corpora in acquiring a foreign language has been analysed. Examples of the use of the LaVA corpus as a didactic resource have been prepared using Corpus Linguistics methods. The study was conducted within the state research programme project “The Latvian Language”. After studying the functions of learner corpora from the theoretical perspective, it was concluded that the target audience of the LaVA corpus mainly includes teachers of Latvian as a foreign language (LATS), authors of teaching materials, as well as Latvian language learners. To facilitate the use of the LaVA corpus, it is important to have basic knowledge of Corpus Linguistics, an understanding of the theory of language, as well as an understanding of foreign language teaching methodology. LATS teachers can use the LaVA corpus data in the creation of curricula and teaching materials, in the preparation of language proficiency tests, etc. Using the inductive approach in language acquisition, language learners can also become language researchers, can analyse the errors of other learners, etc. Undeniably, the LaVA corpus can be used in broader linguistic research, for example, in contrastive interlanguage analysis, comparing the data of language learners with the data of native speakers or the data of different groups of language learners.","PeriodicalId":231190,"journal":{"name":"Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117326334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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