Abstract The Faculty of Education Universidad de Murcia (Spain) offers a four-year degree programme in primary education, where modules and subjects related to the foreign language (English) are taught in the first, third and fourth years (OJE 2010). The current teacher training programmes should take into account the most recent political events in Europe so that they can be adjusted to suit the Council of Europe’s original linguistic and cultural education policy. This article will explore intrinsic aspects of foreign language and culture teaching, and the learning process, in relation to communication and understanding among all European citizens. This analysis will help to identify the implications of 21st-century education policy in terms of the skills of newly-qualified teachers.
{"title":"Mediating in intercultural communicative challenges issued in the language classroom: a new objective in training programs for new teachers","authors":"Gabriel Sánchez-Sánchez, M. Krawiec","doi":"10.2478/linpo-2018-0007","DOIUrl":"https://doi.org/10.2478/linpo-2018-0007","url":null,"abstract":"Abstract The Faculty of Education Universidad de Murcia (Spain) offers a four-year degree programme in primary education, where modules and subjects related to the foreign language (English) are taught in the first, third and fourth years (OJE 2010). The current teacher training programmes should take into account the most recent political events in Europe so that they can be adjusted to suit the Council of Europe’s original linguistic and cultural education policy. This article will explore intrinsic aspects of foreign language and culture teaching, and the learning process, in relation to communication and understanding among all European citizens. This analysis will help to identify the implications of 21st-century education policy in terms of the skills of newly-qualified teachers.","PeriodicalId":35103,"journal":{"name":"Lingua Posnaniensis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47615456","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}
Abstract The popularity of Mobile-assisted language learning has increased significantly in recent years, and language teachers are still exploring different ways of introducing new technology into the language classroom. Up to the moment, this has mainly been achieved through the use of mobile language-learning applications (Grimshaw et al. 2017). We wanted to push the use of applications in the classroom of English for Specific Purposes further by introducing a human anatomy application in the context of English for physiotherapy in higher education. We believe that the use of an application for a specific area provides the opportunity to enrich the learning experience and take language-learning outcomes to a different level as students are granted a unique occasion of applying knowledge acquired in a specialist area in the language classroom. An intervention proposal was designed for the subject English for physiotherapy (University of Málaga, Spain) bringing together mobile-assisted language learning with a task-based approach to suit constructivist learning processes and accommodate different learning styles and rhythms. We followed five guiding principles on mobile-assisted language learning (Stockwell & Hubbard 2013) to design three tasks for autonomous and collaborative learning using the application 3D4 Medical Essential Anatomy. A preliminary survey was carried out using Lime Survey to measure under-graduate physiotherapy students’ attitudes towards the use of a human anatomy application to learn English and to predict possible challenges (language, technology, cost or storage capacity). The results support our belief as the obtained data indicates that students perceived the use of a human anatomy application as an interdisciplinary tool for both educational and professional purposes and were willing to purchase an application to learn English for physiotherapy.
摘要近年来，移动辅助语言学习的普及率显著提高，语言教师仍在探索将新技术引入语言课堂的不同方式。到目前为止，这主要是通过使用移动语言学习应用程序实现的（Grimshaw等人，2017）。我们希望通过在高等教育中物理治疗英语的背景下引入人体解剖学应用程序，进一步推动特定用途英语课堂应用程序的使用。我们相信，使用特定领域的应用程序提供了丰富学习体验的机会，并将语言学习成果提升到不同的水平，因为学生可以在语言课堂上应用在专业领域获得的知识。为理疗英语（西班牙马拉加大学）设计了一项干预建议，将移动辅助语言学习与基于任务的方法结合起来，以适应建构主义学习过程，并适应不同的学习风格和节奏。我们遵循移动辅助语言学习的五项指导原则（Stockwell&Hubbard 2013），使用应用程序3D4 Medical Essential Anatomy设计了三项自主和协作学习任务。使用Lime survey进行了一项初步调查，以测量研究生物理治疗学生对使用人体解剖应用程序学习英语的态度，并预测可能的挑战（语言、技术、成本或存储能力）。研究结果支持了我们的观点，因为所获得的数据表明，学生们认为使用人体解剖学应用程序是一种跨学科的教育和专业工具，并愿意购买应用程序来学习物理治疗英语。
{"title":"Mobile-assisted learning and higher-education ESP: English for physiotherapy","authors":"L. Pettersson","doi":"10.2478/linpo-2018-0006","DOIUrl":"https://doi.org/10.2478/linpo-2018-0006","url":null,"abstract":"Abstract The popularity of Mobile-assisted language learning has increased significantly in recent years, and language teachers are still exploring different ways of introducing new technology into the language classroom. Up to the moment, this has mainly been achieved through the use of mobile language-learning applications (Grimshaw et al. 2017). We wanted to push the use of applications in the classroom of English for Specific Purposes further by introducing a human anatomy application in the context of English for physiotherapy in higher education. We believe that the use of an application for a specific area provides the opportunity to enrich the learning experience and take language-learning outcomes to a different level as students are granted a unique occasion of applying knowledge acquired in a specialist area in the language classroom. An intervention proposal was designed for the subject English for physiotherapy (University of Málaga, Spain) bringing together mobile-assisted language learning with a task-based approach to suit constructivist learning processes and accommodate different learning styles and rhythms. We followed five guiding principles on mobile-assisted language learning (Stockwell & Hubbard 2013) to design three tasks for autonomous and collaborative learning using the application 3D4 Medical Essential Anatomy. A preliminary survey was carried out using Lime Survey to measure under-graduate physiotherapy students’ attitudes towards the use of a human anatomy application to learn English and to predict possible challenges (language, technology, cost or storage capacity). The results support our belief as the obtained data indicates that students perceived the use of a human anatomy application as an interdisciplinary tool for both educational and professional purposes and were willing to purchase an application to learn English for physiotherapy.","PeriodicalId":35103,"journal":{"name":"Lingua Posnaniensis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43357888","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}
Abstract The article presents examples of cultural references made by Polish MPs speaking in the Polish Sejm and German MPs speaking in the German Bundestag. The term “cultural context” will be used as defined by Boniecka (1994). There will be presented two examples of parliamentary speeches given in the Polish Sejm and the German Bundestag from a larger corpus of collected data for the purpose of the research on the appellative function of the word “wish”. The starting point for compiling texts was the minutes of the parliamentary debates of the Polish Sejm which contained the word “życzyć” (“wish” in Polish) and the minutes of parliamentary debates in the Bundestag which contained the word “wünschen” (‘wish” in German) in the first person singular and plural. The topic of the speeches had a secondary meaning. On the basis of the examples it discussed will be shown that parallel texts of MP’s speeches are a valuable teaching material in specialised language lessons.
{"title":"Cultural context in parliamentary discourse with examples of parallel speeches in the polish Sejm and the German Bundestag – reflections from a translator’s perspective","authors":"M. Jurewicz","doi":"10.2478/linpo-2018-0004","DOIUrl":"https://doi.org/10.2478/linpo-2018-0004","url":null,"abstract":"Abstract The article presents examples of cultural references made by Polish MPs speaking in the Polish Sejm and German MPs speaking in the German Bundestag. The term “cultural context” will be used as defined by Boniecka (1994). There will be presented two examples of parliamentary speeches given in the Polish Sejm and the German Bundestag from a larger corpus of collected data for the purpose of the research on the appellative function of the word “wish”. The starting point for compiling texts was the minutes of the parliamentary debates of the Polish Sejm which contained the word “życzyć” (“wish” in Polish) and the minutes of parliamentary debates in the Bundestag which contained the word “wünschen” (‘wish” in German) in the first person singular and plural. The topic of the speeches had a secondary meaning. On the basis of the examples it discussed will be shown that parallel texts of MP’s speeches are a valuable teaching material in specialised language lessons.","PeriodicalId":35103,"journal":{"name":"Lingua Posnaniensis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49163429","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}
Craig Gamble, Michael Wilkins, Jonathan Aliponga, Yakuko Koshiyama, Keiko Yoshida, S. Ando
Abstract To counter the misunderstandings that students from East Asian countries like Japan are less autonomous than learners from other cultural backgrounds, this exploratory research examined Japanese university students’ attitudes toward their own responsibility and ability to study English autonomously. Student motivation was observed specifically to determine how students perceived their learning inside and outside the classroom. In this study, 958 students from 12 universities across Japan participated in a 24-item adapted questionnaire on learner autonomy. Based on the data collected, slight to not significant differences were revealed regarding students’ perceptions of responsibility to perform autonomous learning tasks. However, with regard to perceived ability to perform autonomous learning tasks, there were significant differences as motivated students demonstrated a far greater confidence in their capacity to be involved in their own learning than unmotivated students, yet they did not necessarily act on their ability to do so. These findings and their implications are explored and discussed.
{"title":"Learner autonomy dimensions: What motivated and unmotivated EFL students think","authors":"Craig Gamble, Michael Wilkins, Jonathan Aliponga, Yakuko Koshiyama, Keiko Yoshida, S. Ando","doi":"10.2478/linpo-2018-0003","DOIUrl":"https://doi.org/10.2478/linpo-2018-0003","url":null,"abstract":"Abstract To counter the misunderstandings that students from East Asian countries like Japan are less autonomous than learners from other cultural backgrounds, this exploratory research examined Japanese university students’ attitudes toward their own responsibility and ability to study English autonomously. Student motivation was observed specifically to determine how students perceived their learning inside and outside the classroom. In this study, 958 students from 12 universities across Japan participated in a 24-item adapted questionnaire on learner autonomy. Based on the data collected, slight to not significant differences were revealed regarding students’ perceptions of responsibility to perform autonomous learning tasks. However, with regard to perceived ability to perform autonomous learning tasks, there were significant differences as motivated students demonstrated a far greater confidence in their capacity to be involved in their own learning than unmotivated students, yet they did not necessarily act on their ability to do so. These findings and their implications are explored and discussed.","PeriodicalId":35103,"journal":{"name":"Lingua Posnaniensis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44299522","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}
Abstract The use of ergative verbs results in the agent being backgrounded in an English sentence, and it is often used in the media together with other means such as the use of intransitive verbs, passives, and nominalized nouns to achieve the pragmatic purpose of accusation avoidance. A great deal of research has been done on the role of ergative verbs in media discourse in English as well as the acquisition of ergative verbs by learners of English as a Foreign Language (EFL). However, it remains unclear how EFL Chinese learners of advanced levels of competence, such as postgraduates of translation majors and professional translators, use ergative verbs when translating newspaper editorials from Chinese into English. Nor is it clear whether learners have acquired the requisite knowledge of ergative verbs in order to use them effectively so as to avoid blaming the agent of an action or process in translation. This study recruited 30 native Chinese-speaking translators who fell into three categories: undergraduate translators, graduate translators, and professional translators. A small parallel translation corpus was built, which consisted of 150 English translations of 5 Chinese editorials produced by the translators. Accusation-avoidance expressions in the source text and their translations were then extracted and input into an SPSS spreadsheet. The results show that the use of ergative verbs in translations by undergraduate translators is significantly higher than in translations by graduate and professional translators in terms of quantity. The results of the study may be useful for translation teaching and learning.
{"title":"The application of ergative verbs to avoid accusations in the translation of Chinese editorials into English","authors":"Dahui Dong, Mu-Li Yang","doi":"10.2478/linpo-2018-0002","DOIUrl":"https://doi.org/10.2478/linpo-2018-0002","url":null,"abstract":"Abstract The use of ergative verbs results in the agent being backgrounded in an English sentence, and it is often used in the media together with other means such as the use of intransitive verbs, passives, and nominalized nouns to achieve the pragmatic purpose of accusation avoidance. A great deal of research has been done on the role of ergative verbs in media discourse in English as well as the acquisition of ergative verbs by learners of English as a Foreign Language (EFL). However, it remains unclear how EFL Chinese learners of advanced levels of competence, such as postgraduates of translation majors and professional translators, use ergative verbs when translating newspaper editorials from Chinese into English. Nor is it clear whether learners have acquired the requisite knowledge of ergative verbs in order to use them effectively so as to avoid blaming the agent of an action or process in translation. This study recruited 30 native Chinese-speaking translators who fell into three categories: undergraduate translators, graduate translators, and professional translators. A small parallel translation corpus was built, which consisted of 150 English translations of 5 Chinese editorials produced by the translators. Accusation-avoidance expressions in the source text and their translations were then extracted and input into an SPSS spreadsheet. The results show that the use of ergative verbs in translations by undergraduate translators is significantly higher than in translations by graduate and professional translators in terms of quantity. The results of the study may be useful for translation teaching and learning.","PeriodicalId":35103,"journal":{"name":"Lingua Posnaniensis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45923861","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}
Abstract Due to globalization processes, the importance of the knowledge of foreign languages in almost every field of professional and private life is constantly growing. This has had an impact on the policy of many international institutions, including those in the European Union. Supporting language pluralism has been an explicit aim of the European strategy for multilingualism since 2008. The following paper presents the results of an interdisciplinary research study initiated by representatives of two different fields of science: linguistics and political science. Among the generation of young people aged between 18-24, who belong to the so-called Generation Z (White 2017: 224) and were brought up as EU citizens, the study points to a conflict between the perception of foreign language skills and opportunities to develop them using EU funds. The research aims to analyze the awareness of the EU language policy in Poland, combining questions related to people’s foreign language portfolio and knowledge about existing possibilities of learning foreign languages, as well as the ability to obtain external financing. The survey was conducted among 100 students of linguistic and non-linguistic studies and enabled the formulation of initial conclusions that are the basis for further research.
{"title":"Foreign language portfolio and EU funded foreign language courses in Poland","authors":"Joanna Kic-Drgas, Małgorzata Sikora-Gaca","doi":"10.2478/linpo-2018-0005","DOIUrl":"https://doi.org/10.2478/linpo-2018-0005","url":null,"abstract":"Abstract Due to globalization processes, the importance of the knowledge of foreign languages in almost every field of professional and private life is constantly growing. This has had an impact on the policy of many international institutions, including those in the European Union. Supporting language pluralism has been an explicit aim of the European strategy for multilingualism since 2008. The following paper presents the results of an interdisciplinary research study initiated by representatives of two different fields of science: linguistics and political science. Among the generation of young people aged between 18-24, who belong to the so-called Generation Z (White 2017: 224) and were brought up as EU citizens, the study points to a conflict between the perception of foreign language skills and opportunities to develop them using EU funds. The research aims to analyze the awareness of the EU language policy in Poland, combining questions related to people’s foreign language portfolio and knowledge about existing possibilities of learning foreign languages, as well as the ability to obtain external financing. The survey was conducted among 100 students of linguistic and non-linguistic studies and enabled the formulation of initial conclusions that are the basis for further research.","PeriodicalId":35103,"journal":{"name":"Lingua Posnaniensis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69229557","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}
Abstract Some aspects of the participation of the r-phones in the phonetic and phonological systems of Tunisian Arabic are discussed against the background of a brief acquaintance with the situation obtaining in Standard Arabic and Classical Arabic. In contemporary Tunisian Arabic six r-phones occur and the relations of free variation, complementary distribution and phonological opposition between them are examined. The assimilation of the [r] to [l] is touched upon. The situation of r-phones in other Arabic dialects is addressed.
{"title":"The phonetic and phonological status of the r-phones in Tunisian Arabic","authors":"J. Oueslati","doi":"10.1515/linpo-2017-0013","DOIUrl":"https://doi.org/10.1515/linpo-2017-0013","url":null,"abstract":"Abstract Some aspects of the participation of the r-phones in the phonetic and phonological systems of Tunisian Arabic are discussed against the background of a brief acquaintance with the situation obtaining in Standard Arabic and Classical Arabic. In contemporary Tunisian Arabic six r-phones occur and the relations of free variation, complementary distribution and phonological opposition between them are examined. The assimilation of the [r] to [l] is touched upon. The situation of r-phones in other Arabic dialects is addressed.","PeriodicalId":35103,"journal":{"name":"Lingua Posnaniensis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49027093","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}
Abstract The paper singles out English orientating constructions which refer to constant coordinates meant to position situational changeable entities, e.g. at eye level, on hand, in part, in detail. The analysis of constructions denoting location reveals their entrenchment in mind in the basic – articleless – form representing situation coordinates on the superordinate categorization level. Orientating constructions have two discursive variants depending upon the article in their structure: definite and indefinite. The definite article refers to the reference points imposed by a particular situation which is signalled by the combination of orientating and extending constructions while the indefinite article points to the establishment of new coordinates.
{"title":"English orientating constructions denoting location: classification and article use","authors":"N. Talavira","doi":"10.1515/linpo-2017-0015","DOIUrl":"https://doi.org/10.1515/linpo-2017-0015","url":null,"abstract":"Abstract The paper singles out English orientating constructions which refer to constant coordinates meant to position situational changeable entities, e.g. at eye level, on hand, in part, in detail. The analysis of constructions denoting location reveals their entrenchment in mind in the basic – articleless – form representing situation coordinates on the superordinate categorization level. Orientating constructions have two discursive variants depending upon the article in their structure: definite and indefinite. The definite article refers to the reference points imposed by a particular situation which is signalled by the combination of orientating and extending constructions while the indefinite article points to the establishment of new coordinates.","PeriodicalId":35103,"journal":{"name":"Lingua Posnaniensis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44126110","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}
Abstract The main aim of the paper is to examine Polish data from the perspective of Sigurðsson’s (2011, 2014) theory of C/edge linking. The crucial point of the theory lies in the hypothesis that phases are equipped with silent edge features which enable narrow syntax to link to context. All definite arguments, overt as well as null arguments, must be successfully C/edge linked, e.g. they have to match at least one feature in the broad C-domain. The present study focuses on utterances in Polish with direct object expressed as pronoun or null.The account proves successful in explaining some distributional patterns of null vs. pronoun objects in Polish. The Polish data investigated in this study indicates that the theory of silent edge linkers providing a communication channel for syntax and context is a step towards understanding the relation between syntax and pragmatics better.
{"title":"On the C/edge linking mechanism. Evidence from Polish","authors":"Aldona Sopata","doi":"10.1515/linpo-2017-0014","DOIUrl":"https://doi.org/10.1515/linpo-2017-0014","url":null,"abstract":"Abstract The main aim of the paper is to examine Polish data from the perspective of Sigurðsson’s (2011, 2014) theory of C/edge linking. The crucial point of the theory lies in the hypothesis that phases are equipped with silent edge features which enable narrow syntax to link to context. All definite arguments, overt as well as null arguments, must be successfully C/edge linked, e.g. they have to match at least one feature in the broad C-domain. The present study focuses on utterances in Polish with direct object expressed as pronoun or null.The account proves successful in explaining some distributional patterns of null vs. pronoun objects in Polish. The Polish data investigated in this study indicates that the theory of silent edge linkers providing a communication channel for syntax and context is a step towards understanding the relation between syntax and pragmatics better.","PeriodicalId":35103,"journal":{"name":"Lingua Posnaniensis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49473025","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}
Abstract An attempt is made to arrange chronologically the particular stages of the diachronic process of the refinitivization of the infinitive based on their synchronic reflections observable in the contemporary Finnish language. The paper begins with an overview of the morphological and syntagmatic properties of various Finnish infinitive types, and a presentation of the adopted taxonomic approach as opposed to the transformational one. The main part contains a discussion on the details and the substantiation of the particular proposed chronological arrangement of the stages of the process of refinitivization of the infinitive in Finnish. A total of six stages of this process are distinguished, as a consequence of which the connection between the infinitive and finite verb tightens to such an extent that the finite verb metamorphoses into an auxiliary verb, whereas the infinitive metamorphoses into the only carrier of lexical meaning in a new compound verb form.
{"title":"The refinitivization of the infinitive in Finnish","authors":"Robert M. Bielecki","doi":"10.1515/linpo-2017-0010","DOIUrl":"https://doi.org/10.1515/linpo-2017-0010","url":null,"abstract":"Abstract An attempt is made to arrange chronologically the particular stages of the diachronic process of the refinitivization of the infinitive based on their synchronic reflections observable in the contemporary Finnish language. The paper begins with an overview of the morphological and syntagmatic properties of various Finnish infinitive types, and a presentation of the adopted taxonomic approach as opposed to the transformational one. The main part contains a discussion on the details and the substantiation of the particular proposed chronological arrangement of the stages of the process of refinitivization of the infinitive in Finnish. A total of six stages of this process are distinguished, as a consequence of which the connection between the infinitive and finite verb tightens to such an extent that the finite verb metamorphoses into an auxiliary verb, whereas the infinitive metamorphoses into the only carrier of lexical meaning in a new compound verb form.","PeriodicalId":35103,"journal":{"name":"Lingua Posnaniensis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49475449","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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