Opilaste eesti keele kui teise keele ebapiisava oskuse peapohjuseks peetakse sageli madalat opimotivatsiooni, mis arvatakse tulenevat kodust ja uhiskonnast ehk kultuurikontekstist. Samal ajal saab vahem tahelepanu hariduskonteksti, sh oppetundides toimuva moju opimotivatsioonile. Artiklis antakse ulevaade eksperimendist, mille kaigus uuriti, kas ja kuidas mojutavad oppetegevused opilaste suhtumist eesti keele tundidesse, mis on oluline opimotivatsiooni komponent. Kuuele uheksanda klassi .pperuhmale opetati kord nadalas eesti keelt ainult mangustatud oppetegevuste abil. Enne eksperimenti taitsid opilased kirjaliku ankeetkusitluse, milles hindasid eesti keele tavatunde kumne teguri osas ja vastasid ka avatud kusimustele. Parast eksperimenti taitsid opilased kusimustiku, milles hindasid mangustatud tunde samade tegurite osas. Selgus, et oppetegevuste muutmine muutis opilaste keskmist suhtumist eesti keele tundidesse. Mangustatud tunde peeti kokkuvottes tavatundidest margatavalt lobusamaks ja kergemaks, samas aga vahem kasulikuks ja vajalikuks. Hinnangud mangustatud tundide mitmele aspektile varieerusid ruhmiti usna palju. Seejuures oli margata seost hea tunniohustiku ja tundidesse positiivse suhtumise vahel. *** The effect of gamified learning activities on the attitudes of 9th grade pupils towards lessons of Estonian as a second language Learning motivation and attitudes towards studying are considered to be among the essential factors influencing academic results. Despite this, teachers often underrate the part that learning activities, methods and materials play in forming pupils’ motivations and attitudes (Metslang et al. 2013). Both Gardner (2007) and Dornyei (1994, 2001) consider the specific learning situation, or events happening in the classroom, as an important factor of learning motivation. This article focuses on teachers’ options to affect pupils’ attitudes towards Estonian lessons via gamified learning activities. The term gamification is generally defined “the use of game design elements in a nongame context” (Deterding et al. 2011). This study involved an experiment with 9th graders in a Russian-language school in Tallinn, Estonia. During the three-month experiment, six learning groups had a weekly Estonian language lesson, where the language was exclusively studied with gamified learning activities. The teacher in their first year at the school prepared and taught these lessons using a variety of materials. The other Estonian lessons were taught by other teachers in a more traditional manner. The pupils were instructed to answer a questionnaire both at the beginning and the end of the experiment. Before the experiment, 67 pupils commented on and evaluated their experiences of Estonian lessons taken during a period of eight years. After the experiment, 77 pupils commented on and evaluated their experiences of gamified Estonian lessons. The pupils evaluated the lessons in a Likert scale (1–7) according to ten factors (usefulness, nece
{"title":"Mängustatud õppetegevuste mõju üheksanda klassi õpilaste suhtumisele eesti keele kui teise keele tundidesse","authors":"Pirgita-Maarja Hallas, Mare Kitsnik","doi":"10.5128/erya16.05","DOIUrl":"https://doi.org/10.5128/erya16.05","url":null,"abstract":"Opilaste eesti keele kui teise keele ebapiisava oskuse peapohjuseks peetakse sageli madalat opimotivatsiooni, mis arvatakse tulenevat kodust ja uhiskonnast ehk kultuurikontekstist. Samal ajal saab vahem tahelepanu hariduskonteksti, sh oppetundides toimuva moju opimotivatsioonile. Artiklis antakse ulevaade eksperimendist, mille kaigus uuriti, kas ja kuidas mojutavad oppetegevused opilaste suhtumist eesti keele tundidesse, mis on oluline opimotivatsiooni komponent. Kuuele uheksanda klassi .pperuhmale opetati kord nadalas eesti keelt ainult mangustatud oppetegevuste abil. Enne eksperimenti taitsid opilased kirjaliku ankeetkusitluse, milles hindasid eesti keele tavatunde kumne teguri osas ja vastasid ka avatud kusimustele. Parast eksperimenti taitsid opilased kusimustiku, milles hindasid mangustatud tunde samade tegurite osas. Selgus, et oppetegevuste muutmine muutis opilaste keskmist suhtumist eesti keele tundidesse. Mangustatud tunde peeti kokkuvottes tavatundidest margatavalt lobusamaks ja kergemaks, samas aga vahem kasulikuks ja vajalikuks. Hinnangud mangustatud tundide mitmele aspektile varieerusid ruhmiti usna palju. Seejuures oli margata seost hea tunniohustiku ja tundidesse positiivse suhtumise vahel. *** The effect of gamified learning activities on the attitudes of 9th grade pupils towards lessons of Estonian as a second language Learning motivation and attitudes towards studying are considered to be among the essential factors influencing academic results. Despite this, teachers often underrate the part that learning activities, methods and materials play in forming pupils’ motivations and attitudes (Metslang et al. 2013). Both Gardner (2007) and Dornyei (1994, 2001) consider the specific learning situation, or events happening in the classroom, as an important factor of learning motivation. This article focuses on teachers’ options to affect pupils’ attitudes towards Estonian lessons via gamified learning activities. The term gamification is generally defined “the use of game design elements in a nongame context” (Deterding et al. 2011). This study involved an experiment with 9th graders in a Russian-language school in Tallinn, Estonia. During the three-month experiment, six learning groups had a weekly Estonian language lesson, where the language was exclusively studied with gamified learning activities. The teacher in their first year at the school prepared and taught these lessons using a variety of materials. The other Estonian lessons were taught by other teachers in a more traditional manner. The pupils were instructed to answer a questionnaire both at the beginning and the end of the experiment. Before the experiment, 67 pupils commented on and evaluated their experiences of Estonian lessons taken during a period of eight years. After the experiment, 77 pupils commented on and evaluated their experiences of gamified Estonian lessons. The pupils evaluated the lessons in a Likert scale (1–7) according to ten factors (usefulness, nece","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"92 1","pages":"77-94"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83797806","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}
Sonaliik on traditsiooniliselt keele kirjelduse osa, mis holmab sona morfoloogilist ja suntaktilist kaitumist, aga ka tahendust ning pragmaatilist funktsiooni. Vaatamata sellele, et sonaliigid on tinglike piiridega ning keeleteaduslikult kaugel uhtsest voi selgest nahtusest, on see kategooriana leksikograafias vajalik kui kompaktne viis andmaks ulevaadet sona kaitumisest kasutuses. Ka e-leksikograafias valtimatud automaatsed protseduurid nagu morfoloogiline ja suntaktiline margendamine ning tahenduste uhestamine eeldavad kas konkreetselt voi vaikimisi leksikaalsete uksuste eristamist. Kaesolevas artiklis anname sissevaate sonaliikide rolli leksikograafi toos. Vahendame tulemusi aastal 2019 tehtud uuringust, mille eesmark oli valja selgitada eesti keelt kirjeldavate leksikograafide probleeme ning vajadusi seoses sonaliikidega, aga ka ootusi keeletehnoloogilistele lahendustele sonaliigi maaramise holbustamiseks. *** On word classes in contemporary lexicography: The lexicographers’ view This study examines the role of word classes in the contemporary lexicographic work. The analysis is based on a metalexicographic semi-structured interview carried out among 23 Estonian lexicographers. We focus on three main research questions: i) How necessary are word classes in lexicopraphers’ work? ii) What kinds of problems they do experience related to the word classes? iii) How do lexicographers solve these problems and how could digital tools facilitate the word class judgement processes? The results indicate that in lexicography, word classes provide an (implicit or explicit) frame for organisation of data, even if word-class tagging does not directly belong among the tasks of the lexicographer. The word class determination process in unclear cases is a complicated one. In addition to the usage of a word and the expected needs of the user, the lexicographer must consider the structural requirements of the particular dictionary (s)he is working with. Along with the development of digital resources, the demands of the data model behind the electronic database have to be considered; not to mention the theoretical linguistic insights. Linguistically, the most problematic issues appear in the grammaticalisation and lexicalisation processes related to inflectional suffixes (mainly adverbs and adpositions) or conversional transposition (adjectives). The typical word-class altering devices in Estonian such as suffixal derivation (see, e.g. Vare 2006: 199) do not emerge as particularly problematic. The interviewed lexicographers would welcome a digital application that would facilitate and quickened the word class determination process. The application would have an improved morphological tagger compared to the present tools and it would be more efficient in extracting statistical information from corpora. Lexicographers wish to acquire information about the prevailing word-class function together with the data this assessment is based on. Yet, the lexicographer mak
{"title":"Sõnaliik leksikograafi töölaual: sõnaliikide roll tänapäeva leksikograafias","authors":"Geda Paulsen, E. Vainik, M. Tuulik","doi":"10.5128/erya16.11","DOIUrl":"https://doi.org/10.5128/erya16.11","url":null,"abstract":"Sonaliik on traditsiooniliselt keele kirjelduse osa, mis holmab sona morfoloogilist ja suntaktilist kaitumist, aga ka tahendust ning pragmaatilist funktsiooni. Vaatamata sellele, et sonaliigid on tinglike piiridega ning keeleteaduslikult kaugel uhtsest voi selgest nahtusest, on see kategooriana leksikograafias vajalik kui kompaktne viis andmaks ulevaadet sona kaitumisest kasutuses. Ka e-leksikograafias valtimatud automaatsed protseduurid nagu morfoloogiline ja suntaktiline margendamine ning tahenduste uhestamine eeldavad kas konkreetselt voi vaikimisi leksikaalsete uksuste eristamist. Kaesolevas artiklis anname sissevaate sonaliikide rolli leksikograafi toos. Vahendame tulemusi aastal 2019 tehtud uuringust, mille eesmark oli valja selgitada eesti keelt kirjeldavate leksikograafide probleeme ning vajadusi seoses sonaliikidega, aga ka ootusi keeletehnoloogilistele lahendustele sonaliigi maaramise holbustamiseks. *** On word classes in contemporary lexicography: The lexicographers’ view This study examines the role of word classes in the contemporary lexicographic work. The analysis is based on a metalexicographic semi-structured interview carried out among 23 Estonian lexicographers. We focus on three main research questions: i) How necessary are word classes in lexicopraphers’ work? ii) What kinds of problems they do experience related to the word classes? iii) How do lexicographers solve these problems and how could digital tools facilitate the word class judgement processes? The results indicate that in lexicography, word classes provide an (implicit or explicit) frame for organisation of data, even if word-class tagging does not directly belong among the tasks of the lexicographer. The word class determination process in unclear cases is a complicated one. In addition to the usage of a word and the expected needs of the user, the lexicographer must consider the structural requirements of the particular dictionary (s)he is working with. Along with the development of digital resources, the demands of the data model behind the electronic database have to be considered; not to mention the theoretical linguistic insights. Linguistically, the most problematic issues appear in the grammaticalisation and lexicalisation processes related to inflectional suffixes (mainly adverbs and adpositions) or conversional transposition (adjectives). The typical word-class altering devices in Estonian such as suffixal derivation (see, e.g. Vare 2006: 199) do not emerge as particularly problematic. The interviewed lexicographers would welcome a digital application that would facilitate and quickened the word class determination process. The application would have an improved morphological tagger compared to the present tools and it would be more efficient in extracting statistical information from corpora. Lexicographers wish to acquire information about the prevailing word-class function together with the data this assessment is based on. Yet, the lexicographer mak","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"410 1","pages":"177-202"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84881100","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}
In this paper, I study the essence of philology from the perspective of the study of linguistic variation and change in old texts by examining: What is philology? What are philological research methods? What makes a study philological – does it suffice that it focuses on an old text? Has philology been defined more based on the research subjects than based on the methods? I will showcase the status of philology and its significance as a research trend that combines several disciplines. This paper focuses on the traditions of Finnish philology, but it also offers some insight into the essence of philology from a general perspective of the study of languages as the background. The goal is to offer an idea of what the philological research approach has to offer modern research of old texts. Furthermore, I will present a method that I have developed and its benefits in the study of variation and change of old texts. I will also present an analysis of the Finnish noun varve ‘pasture’, which Mikael Agricola used in the first handbook for mass in Finnish. I consider philology to be a sub-discipline of linguistics. It studies and compares old texts with text-critical methods based on their cultural and historical background. *** Mis on filoloogia? Filoloogiast ja selle kasutamisest keele varieerumise ja muutumise uurimisel Vaatlen artiklis filoloogia olemust vanade tekstide keele varieerumise ja muutumise vaatenurgast. Uurimiskusimused on jargmised: mis on filoloogia, millised on filoloogilised uurimismeetodid, mis teeb uurimuse filoloogiliseks – kas piisab sellest, et see tegeleb vanade tekstidega; kas filoloogiat maaratletakse pigem uurimisteemade kui meetodite pohjal? Tutvustan filoloogia seisundit ja olulisust mitut eriala uhendava uurimusena. Artikkel keskendub Soome filoloogiale, kuid annab ulevaate ka filoloogia olemusest uldisemalt. Eesmargiks on naidata, mida on filoloogilisel lahenemisel pakkuda vanade tekstide tanapaevasele uurimisele. Tutvustan ka meetodit, mille olen valja tootanud vanade tekstide varieerumise ja muutumise uurimisel, selgitades Mikael Agricola kasutatud sona varve ‘(metsa) karjamaa’ tausta, esinemist ja tahendust. Pean filoloogiat keeleteaduse osaks. Selles uuritakse ja vorreldakse vanu tekste tekstikriitiliste meetoditega, lahtudes nende kultuurilisest ja ajaloolisest taustast.
在本文中，我通过考察:什么是文献学?什么是文献学研究方法?是什么使一项研究成为文献学——仅仅关注一篇古老的文本就足够了吗?文献学的定义是否更多地基于研究对象而不是基于研究方法?我将展示文献学的地位及其作为一种结合多个学科的研究趋势的意义。本文在考察芬兰文献学传统的同时，也以语言研究为背景，从总体的角度对文献学的本质进行了一些认识。我们的目标是提供一个关于语言学研究方法对古代文本的现代研究有何帮助的概念。此外，我将介绍我开发的一种方法，以及它在研究旧文本的变化和变化方面的好处。我还将对芬兰语名词varve“牧场”进行分析，Mikael Agricola在芬兰语的第一本弥撒手册中使用了这个名词。我认为文献学是语言学的一个分支学科。它基于文化和历史背景，用文本批判的方法对旧文本进行研究和比较。***他在做文字学吗?这句话的意思是:“我认为，我必须把我的头发和我的头发分开。”紫砂糖:紫砂糖上的紫砂糖，紫砂糖上的紫砂糖，紫砂糖上的紫砂糖，紫砂糖上的紫砂糖，紫砂糖上的紫砂糖-紫砂糖，见紫砂糖上的紫砂糖;从遗传学的角度来看，这是一种让人感到恐惧的方法。图坦卡斯坦的历史学家认为，这是一项具有里程碑意义的研究。一些具有逻辑性的，有逻辑性的，有逻辑性的，有逻辑性的，有逻辑性的，有逻辑性的。研究结果表明，在数据上有显著差异，在数据上有显著差异，在数据上有显著差异。tutuvstan ka meetodit, mille olen valja tootanud vanade tekstide varise ja muutise uurimisel, selgitades Mikael Agricola kasutatud sona varve ' (metsa) karjamaa ' tausta, esinemist ja taendist。豆科植物的生长发育不完全。卖东西的人把文化主义看成是一种自由主义，把文化主义看成是一种自由主义，把文化主义看成是一种自由主义。
{"title":"What is philology? Philology and its utilisation in the study of linguistic variation and change","authors":"E. Palola","doi":"10.5128/erya16.10","DOIUrl":"https://doi.org/10.5128/erya16.10","url":null,"abstract":"In this paper, I study the essence of philology from the perspective of the study of linguistic variation and change in old texts by examining: What is philology? What are philological research methods? What makes a study philological – does it suffice that it focuses on an old text? Has philology been defined more based on the research subjects than based on the methods? I will showcase the status of philology and its significance as a research trend that combines several disciplines. This paper focuses on the traditions of Finnish philology, but it also offers some insight into the essence of philology from a general perspective of the study of languages as the background. The goal is to offer an idea of what the philological research approach has to offer modern research of old texts. Furthermore, I will present a method that I have developed and its benefits in the study of variation and change of old texts. I will also present an analysis of the Finnish noun varve ‘pasture’, which Mikael Agricola used in the first handbook for mass in Finnish. I consider philology to be a sub-discipline of linguistics. It studies and compares old texts with text-critical methods based on their cultural and historical background. *** Mis on filoloogia? Filoloogiast ja selle kasutamisest keele varieerumise ja muutumise uurimisel Vaatlen artiklis filoloogia olemust vanade tekstide keele varieerumise ja muutumise vaatenurgast. Uurimiskusimused on jargmised: mis on filoloogia, millised on filoloogilised uurimismeetodid, mis teeb uurimuse filoloogiliseks – kas piisab sellest, et see tegeleb vanade tekstidega; kas filoloogiat maaratletakse pigem uurimisteemade kui meetodite pohjal? Tutvustan filoloogia seisundit ja olulisust mitut eriala uhendava uurimusena. Artikkel keskendub Soome filoloogiale, kuid annab ulevaate ka filoloogia olemusest uldisemalt. Eesmargiks on naidata, mida on filoloogilisel lahenemisel pakkuda vanade tekstide tanapaevasele uurimisele. Tutvustan ka meetodit, mille olen valja tootanud vanade tekstide varieerumise ja muutumise uurimisel, selgitades Mikael Agricola kasutatud sona varve ‘(metsa) karjamaa’ tausta, esinemist ja tahendust. Pean filoloogiat keeleteaduse osaks. Selles uuritakse ja vorreldakse vanu tekste tekstikriitiliste meetoditega, lahtudes nende kultuurilisest ja ajaloolisest taustast.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"16 1","pages":"157-175"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82883417","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}
In the past twenty years, there has been growing interest in the role of translation in foreign language teaching. At the same time, throughout the world, language teaching is dominated by the communicative approach, which prefers to avoid translation during language classes. This means that when an unknown word appears, the teacher and students attempt to construct its meaning with the assistance of the foreign language only. Interaction in language classes is more than merely verbal expression. There are many ways of constructing meaning – in addition to words, meaning can be constructed with the help of gestures, as well as by using space and objects. There are still few studies on the meaning construction for new words in the multimodal communication of foreign language classrooms. The aim of this paper is to study the use of translation in the process of constructing word meaning in multimodal classroom interaction. The research is based on Estonian and French classes at a university in Estonia. The results draw on audiovisual material and the questionnaire responses of class participants. 110 communicative episodes have been chosen from video recordings and studied with the help of micro-level multimodal discourse analysis. The research results show that translation was used during the French classes on thirty occasions, but only once during the Estonian classes. Besides translation, target language and gestures are used to construct meaning for the new words. Translation is applied in communicative episodes in two ways: it is either the only resource that constructs meaning for a word or it presents itself in combination with other resources. *** Tolkimine kui tahenduse konstrueerija uuele sonale voorkeeletunni multimodaalses suhtluses Viimasel kahekumnel aastal on Laanes uuesti hakanud kasvama huvi tolkimise rolli vastu voorkeele opetamisel. Samal ajal on ule maailma valdav kommunikatiivne lahenemine, mis eelistab tolkimise valtimist keeletunnis. See tahendab, et kui esile kerkib opilastele tundmatu sona, siis puuavad opetaja ja opilased konstrueerida sonale tahendust uksnes opitava keele abiga. Keeletunnis suhtlemine on aga enam kui verbaalne valjendus. Inimestel on tahenduse loomiseks mitmeid vahendeid – lisaks sonadele naiteks žestid, kujutised, ruumi ja objektide kasutamine. Uutele sonadele tahenduse konstrueerimist voorkeeletunni multimodaalses suhtluses on senini veel vahe uuritud. Kaesoleva artikli eesmark on uurida tolkimise kasutamist sonadele tahenduse konstrueerimisel klassiruumi multimodaalses suhtluses. Uurimistoo aluseks on kaks eesti ja kaks prantsuse keele voorkeelena tundi Eesti ulikoolis. Materjali kogumiseks on kasutatud audiovisuaalset salvestamist ning osalejate taidetud ankeete. Videomaterjalist valitud 110 suhtlusepisoodile on rakendatud multimodaalse diskursuse analuusi mikrotasandil. Uurimistulemused naitavad, et prantsuse keele tundides esines tolkimist kolmekumnel ja eesti keele tundides uhel korral. Lisaks tolk
在过去的二十年里，人们对翻译在外语教学中的作用越来越感兴趣。与此同时，在世界范围内，语言教学以交际法为主，在语言课堂上尽量避免翻译。这意味着，当一个未知的单词出现时，教师和学生试图仅借助外语来构建其意义。语言课堂上的互动不仅仅是口头表达。构建意义的方式有很多种——除了文字，还可以借助手势、空间和物体来构建意义。对外语课堂多模态交际中新词意义建构的研究尚不多见。本文的目的是研究在多模态课堂互动中，翻译在词义建构过程中的作用。这项研究是基于爱沙尼亚一所大学的爱沙尼亚语和法语课程。研究结果利用了视听资料和课堂参与者的问卷回答。本文采用微观层面的多模态语篇分析方法对110个交际片段进行了研究。研究结果表明，翻译在法语课上使用了30次，而在爱沙尼亚语课上只使用了一次。除了翻译之外，目的语和手势也被用来为新单词构建意义。翻译在交际事件中的作用有两种:一种是作为唯一的资源来构建一个词的意义，另一种是与其他资源结合在一起。*** Tolkimine kui - taenduse konstrueerija uele sonale voorkeeletunni multimodalses suhtluses Viimasel kahekumnel aastal on Laanes uesti hakanud kasvama huvi tolkimise rolli vastu voorkeelopetamisel。Samal ajal on ule maailma valdav communatiatineine，他是一名共产主义者。参见tahendab, et kui esile kerkib opilastele tundmatu sona, siis puavad opetaja ja opilased konstrueerida sonale tahendeses opitava keele abiga。龙舌兰属真菌的研究。本文研究了一种新的方法，即在不同的环境中使用不同的方法，如:使用不同的方法，使用不同的方法。uuelsona是一种基于多模态分析的多模态分析方法。对多模态多模态超声超声超声成像的实验研究。乌里米斯托(uurimstok)在他的眼睛上停留了几周，在他的眼睛上停留了几周，在他的眼睛上停留了几周。本论文主要探讨了音像学在音像学研究中的应用，以及音像学在音像学研究中的应用。视频物质学的有效性:110 .基于多模态数据的多模态数据分析。uurimistulleum使用了naitavad，而在kimist kolmekumnel中则使用了keleletundides，而在kimist kolmekumnel中则使用了keleletundides。Lisaks tolkimisele kasutatakse sonavarale taenduse konstrueerimiseks ka opitavat keelt ja žeste。托尔金是一名新出生的人，他的名字叫“我的孩子”，名字叫“我的孩子”，名字叫“我的孩子”。
{"title":"Translation as meaning constructor for new words in the multimodal communication of foreign language classrooms","authors":"Eva Ingerpuu-Rümmel","doi":"10.5128/ERYA14.04","DOIUrl":"https://doi.org/10.5128/ERYA14.04","url":null,"abstract":"In the past twenty years, there has been growing interest in the role of translation in foreign language teaching. At the same time, throughout the world, language teaching is dominated by the communicative approach, which prefers to avoid translation during language classes. This means that when an unknown word appears, the teacher and students attempt to construct its meaning with the assistance of the foreign language only. Interaction in language classes is more than merely verbal expression. There are many ways of constructing meaning – in addition to words, meaning can be constructed with the help of gestures, as well as by using space and objects. There are still few studies on the meaning construction for new words in the multimodal communication of foreign language classrooms. The aim of this paper is to study the use of translation in the process of constructing word meaning in multimodal classroom interaction. The research is based on Estonian and French classes at a university in Estonia. The results draw on audiovisual material and the questionnaire responses of class participants. 110 communicative episodes have been chosen from video recordings and studied with the help of micro-level multimodal discourse analysis. The research results show that translation was used during the French classes on thirty occasions, but only once during the Estonian classes. Besides translation, target language and gestures are used to construct meaning for the new words. Translation is applied in communicative episodes in two ways: it is either the only resource that constructs meaning for a word or it presents itself in combination with other resources. *** Tolkimine kui tahenduse konstrueerija uuele sonale voorkeeletunni multimodaalses suhtluses Viimasel kahekumnel aastal on Laanes uuesti hakanud kasvama huvi tolkimise rolli vastu voorkeele opetamisel. Samal ajal on ule maailma valdav kommunikatiivne lahenemine, mis eelistab tolkimise valtimist keeletunnis. See tahendab, et kui esile kerkib opilastele tundmatu sona, siis puuavad opetaja ja opilased konstrueerida sonale tahendust uksnes opitava keele abiga. Keeletunnis suhtlemine on aga enam kui verbaalne valjendus. Inimestel on tahenduse loomiseks mitmeid vahendeid – lisaks sonadele naiteks žestid, kujutised, ruumi ja objektide kasutamine. Uutele sonadele tahenduse konstrueerimist voorkeeletunni multimodaalses suhtluses on senini veel vahe uuritud. Kaesoleva artikli eesmark on uurida tolkimise kasutamist sonadele tahenduse konstrueerimisel klassiruumi multimodaalses suhtluses. Uurimistoo aluseks on kaks eesti ja kaks prantsuse keele voorkeelena tundi Eesti ulikoolis. Materjali kogumiseks on kasutatud audiovisuaalset salvestamist ning osalejate taidetud ankeete. Videomaterjalist valitud 110 suhtlusepisoodile on rakendatud multimodaalse diskursuse analuusi mikrotasandil. Uurimistulemused naitavad, et prantsuse keele tundides esines tolkimist kolmekumnel ja eesti keele tundides uhel korral. Lisaks tolk","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"10 1","pages":"59-76"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73011197","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}
Laste loodud jutustusi peetakse rikkalikuks keelematerjaliks, keelearengu taseme peegeldajaks ning selle hindamise heaks vahendiks. Eesti keele alastes uuringutes ei ole testi “The Multilingual Assessment Instrument for Narratives” (MAIN) seni kasutatud. Nii puuduvad andmed selle kohta, kuivord sobib test eesti laste jutustamisoskuse uurimiseks. Artikli eesmark on selgitada, kas test eesti lastele sobib, kas ja kuivord erinevad eri vanuses laste tulemused, millised osad testist on eesti laste jaoks raskemad ja kergemad ning milline on seos laste sonavara mahu ja rikkuse ning jutustamisoskuse vahel. Uurimismaterjal on kogutud testi eelkatsega, kus osales 18 last vanuses 4−8 eluaastat. Tulemustest selgus, et test annab laialdase pildi nii narratiivi loomise kui ka moistmise kohta. Loomiskatse aluseks olnud pildi moistmine oli lastele kergem kui iseseisev jutustuse loomine. Narratiivi loomist ei alustanud lapsed tavaliselt alguspunkti signaliseerimisega (aja voi koha nimetamisega), vaid pigem kohe katse voi eesmargi sisukomponendiga, mis osutusid ka koige sagedasemateks ja seega koige kergemateks sisukomponentideks laste narratiivides. *** Using the Multilingual Assessment Instrument for Narratives test for the assessment of Estonian children’s narrative skills In the Estonian language context, the Multilingual Assessment Instrument for Narratives (MAIN) has not been used for research purposes. A total of 18 children (9 boys and 9 girls) between the ages of 4 and 8 took part in trial tests: 15 Estonian mother-tongue and 3 Estonian-Russian bilingual mother-tongue children. The article was an analysis of the suitability of the test and an analysis of the test’s preliminary results in assessing Estonian children’s narrative skills. The preliminary test showed that storytelling is difficult for children. It emerged that when producing a narrative, it was not natural for children to indicate a starting point (giving time or place), but rather storytelling began immediately with a conflict and goal as internal components. Challenges and goals also turned out to be the most common and therefore the simplest content in the children’s narratives. There was little complexity in the children’s narratives, and most presented individual goals without conflicts or outcomes. Least common was all three macrostructural components (goal-conflict-outcome) in succession in the children’s stories. Stories that achieved higher scores in production were also more complex and these displayed components and sequencing of components that show the cohesion and completeness of the work. Stories that achieved lower scores rather contain individual goals of narrative production, but with conflicts and outcomes to a lesser extent. In the Estonian children’s narratives, there were few words referring to a person’s inner feelings or reactions. The results showed that Estonian children find it difficult to use emotion words, which is evidenced by their limited use of IST words (i
{"title":"MAIN-testi kasutamine eesti laste jutustamisoskuse hindamiseks","authors":"A. Kütt","doi":"10.5128/ERYA14.06","DOIUrl":"https://doi.org/10.5128/ERYA14.06","url":null,"abstract":"Laste loodud jutustusi peetakse rikkalikuks keelematerjaliks, keelearengu taseme peegeldajaks ning selle hindamise heaks vahendiks. Eesti keele alastes uuringutes ei ole testi “The Multilingual Assessment Instrument for Narratives” (MAIN) seni kasutatud. Nii puuduvad andmed selle kohta, kuivord sobib test eesti laste jutustamisoskuse uurimiseks. Artikli eesmark on selgitada, kas test eesti lastele sobib, kas ja kuivord erinevad eri vanuses laste tulemused, millised osad testist on eesti laste jaoks raskemad ja kergemad ning milline on seos laste sonavara mahu ja rikkuse ning jutustamisoskuse vahel. Uurimismaterjal on kogutud testi eelkatsega, kus osales 18 last vanuses 4−8 eluaastat. Tulemustest selgus, et test annab laialdase pildi nii narratiivi loomise kui ka moistmise kohta. Loomiskatse aluseks olnud pildi moistmine oli lastele kergem kui iseseisev jutustuse loomine. Narratiivi loomist ei alustanud lapsed tavaliselt alguspunkti signaliseerimisega (aja voi koha nimetamisega), vaid pigem kohe katse voi eesmargi sisukomponendiga, mis osutusid ka koige sagedasemateks ja seega koige kergemateks sisukomponentideks laste narratiivides. *** Using the Multilingual Assessment Instrument for Narratives test for the assessment of Estonian children’s narrative skills In the Estonian language context, the Multilingual Assessment Instrument for Narratives (MAIN) has not been used for research purposes. A total of 18 children (9 boys and 9 girls) between the ages of 4 and 8 took part in trial tests: 15 Estonian mother-tongue and 3 Estonian-Russian bilingual mother-tongue children. The article was an analysis of the suitability of the test and an analysis of the test’s preliminary results in assessing Estonian children’s narrative skills. The preliminary test showed that storytelling is difficult for children. It emerged that when producing a narrative, it was not natural for children to indicate a starting point (giving time or place), but rather storytelling began immediately with a conflict and goal as internal components. Challenges and goals also turned out to be the most common and therefore the simplest content in the children’s narratives. There was little complexity in the children’s narratives, and most presented individual goals without conflicts or outcomes. Least common was all three macrostructural components (goal-conflict-outcome) in succession in the children’s stories. Stories that achieved higher scores in production were also more complex and these displayed components and sequencing of components that show the cohesion and completeness of the work. Stories that achieved lower scores rather contain individual goals of narrative production, but with conflicts and outcomes to a lesser extent. In the Estonian children’s narratives, there were few words referring to a person’s inner feelings or reactions. The results showed that Estonian children find it difficult to use emotion words, which is evidenced by their limited use of IST words (i","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"26 8","pages":"95-115"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72476736","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}
Artiklis analuusitakse ladina oigusterminite esinemist Eesti Vabariigi Riigikohtu lahendites perioodil 1993–2016. Riigikohtu kui korgeima kohtuastme lahendid on oigusaktid, mis loovad uut oigust, seega kohtuvad siin oigusteaduse ja oigusaktide keel. Oigusteaduse keelekasutuses on erialasonavara, sealhulgas ladina terminite kasutamine otstarbekas ja loomulik, oigusaktide keeles eeldatakse aga teksti lihtsust ja arusaadavust. Oigusteaduslikul argumentatsioonil pohineva tekstina on riigikohtu lahendid samal ajal ka avalikkusele suunatud materjal, seetottu uuritakse artiklis, kui palju ja milliseid ladina keelest parit valjendeid lahendites kasutatakse ning milline moju on tsitaatsonadena esinevatel ladina terminitel oigusteksti kvaliteedile. *** Usage of Latin terms in the practice of the Supreme Court of Estonia This article offers an analysis of the usage of Latin terms in the decisions of the Supreme Court of the Republic of Estonia during the period of 1993–2016. In the language usage of the legal field, the special language of jurisprudence and the language of legislation and laws are distinguished (Oksaar 1999: 204, Mereste 2000: 412–415, Kerge 2002: 37–38, Mattila 2013: 110–112). In the special language of jurisprudence, legal issues are discussed in scientific terms, the content expressed in the language of law is described and analysed. The language of laws and legislation is used in solving and acknowledging generally important problems for the society (Mereste 2000: 415). The decisions of the Supreme Court as the judicial authority of the highest instance are the legal acts where a new law is created, thus bringing together the language of jurisprudence and legislation. Because jurisprudence is a discipline the conceptual apparatus of which has developed over centuries on the basis of the Latin language, legal professionals are using Latin as their practical working tool. The efficiency of Latin terms in professional communication and administration lies, first and foremost, in their preciseness: often, an expression consisting of just a few words conveys an important principle which may require more than one sentence to be communicated in Estonian. Therefore, it is expedient and natural to use a specific terminology, including Latin terms, in the language used in jurisprudence; however, in the language of legislation and laws, simplicity and comprehensibility of the text are expected. At the same time, the decisions of the Supreme Court as the texts based on jurisprudential argumentation are also the materials targeting general public. In this context, the article explores how many and which expressions originating from Latin are used in the court decisions and how do the Latin terms used as quotations affect the quality of legal text.
{"title":"Ladina terminid Eesti riigikohtu praktika keelekasutuses","authors":"Merike Ristikivi, Merili Riga","doi":"10.5128/ERYA14.11","DOIUrl":"https://doi.org/10.5128/ERYA14.11","url":null,"abstract":"Artiklis analuusitakse ladina oigusterminite esinemist Eesti Vabariigi Riigikohtu lahendites perioodil 1993–2016. Riigikohtu kui korgeima kohtuastme lahendid on oigusaktid, mis loovad uut oigust, seega kohtuvad siin oigusteaduse ja oigusaktide keel. Oigusteaduse keelekasutuses on erialasonavara, sealhulgas ladina terminite kasutamine otstarbekas ja loomulik, oigusaktide keeles eeldatakse aga teksti lihtsust ja arusaadavust. Oigusteaduslikul argumentatsioonil pohineva tekstina on riigikohtu lahendid samal ajal ka avalikkusele suunatud materjal, seetottu uuritakse artiklis, kui palju ja milliseid ladina keelest parit valjendeid lahendites kasutatakse ning milline moju on tsitaatsonadena esinevatel ladina terminitel oigusteksti kvaliteedile. *** Usage of Latin terms in the practice of the Supreme Court of Estonia This article offers an analysis of the usage of Latin terms in the decisions of the Supreme Court of the Republic of Estonia during the period of 1993–2016. In the language usage of the legal field, the special language of jurisprudence and the language of legislation and laws are distinguished (Oksaar 1999: 204, Mereste 2000: 412–415, Kerge 2002: 37–38, Mattila 2013: 110–112). In the special language of jurisprudence, legal issues are discussed in scientific terms, the content expressed in the language of law is described and analysed. The language of laws and legislation is used in solving and acknowledging generally important problems for the society (Mereste 2000: 415). The decisions of the Supreme Court as the judicial authority of the highest instance are the legal acts where a new law is created, thus bringing together the language of jurisprudence and legislation. Because jurisprudence is a discipline the conceptual apparatus of which has developed over centuries on the basis of the Latin language, legal professionals are using Latin as their practical working tool. The efficiency of Latin terms in professional communication and administration lies, first and foremost, in their preciseness: often, an expression consisting of just a few words conveys an important principle which may require more than one sentence to be communicated in Estonian. Therefore, it is expedient and natural to use a specific terminology, including Latin terms, in the language used in jurisprudence; however, in the language of legislation and laws, simplicity and comprehensibility of the text are expected. At the same time, the decisions of the Supreme Court as the texts based on jurisprudential argumentation are also the materials targeting general public. In this context, the article explores how many and which expressions originating from Latin are used in the court decisions and how do the Latin terms used as quotations affect the quality of legal text.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"92 1","pages":"185-196"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80443997","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}
Aleksei Kelli, Kadri Vider, Irene Kull, Triin Siil, Krister Lindén, Arvi Tavast, Age Värv, Carri Ginter, Einar Meister
Kui keeleressursside autorioiguslikke kusimusi on eelnevalt pohjalikult uuritud, siis isikuandmete kaitse temaatika keeleressursside kontekstis on suurelt osalt katmata. Teema on aktuaalne, sest 25. mail 2018 hakatakse kohaldama EL-i isikuandmete kaitse uldmaarust. Kaesolevas artiklis analuusitakse isikuandmete kaitse kusimusi keeleressursside loomisel ja kasutamisel teadustoo eesmargil kahes kontekstis: 1) andmesubjekt ehk isik, kelle andmed keeleressursis sisalduvad, on andnud oma andmete tootlemiseks nousoleku; 2) nousolekut ei ole ning isikuandmete tootlemine toimub teadustoo erandi alusel. Artiklis analuusitakse keeleressursside loomisel kasutuses olevaid nousolekuvorme ning tehakse ettepanekuid, kuidas keeleressursside kontekstis isikuandmete kaitse regulatsiooni jargida. *** Data protection issues relating to the development and utilisation of language resources Copyright issues related to language resources have received considerable attention. Personal data protection in the field of language research is an area which is not thoroughly explored yet. This topic is very relevant since the General Data Protection Regulation is applicable from 25 May 2018. The authors analyse the issues relating to personal data protection in the context of the development and utilization of language resources. Firstly, the authors analyse the cases where there is a consent which allows processing of personal data to develop and use language resources for research purposes. Secondly, the processing of personal data without consent for language research purposes is explored. The article is meant to provide practical information to language research community and create a foundation for further discussion.
{"title":"Keeleressursside loomise ja kasutamisega seonduvaid isikuandmete kaitse küsimusi","authors":"Aleksei Kelli, Kadri Vider, Irene Kull, Triin Siil, Krister Lindén, Arvi Tavast, Age Värv, Carri Ginter, Einar Meister","doi":"10.5128/ERYA14.05","DOIUrl":"https://doi.org/10.5128/ERYA14.05","url":null,"abstract":"Kui keeleressursside autorioiguslikke kusimusi on eelnevalt pohjalikult uuritud, siis isikuandmete kaitse temaatika keeleressursside kontekstis on suurelt osalt katmata. Teema on aktuaalne, sest 25. mail 2018 hakatakse kohaldama EL-i isikuandmete kaitse uldmaarust. Kaesolevas artiklis analuusitakse isikuandmete kaitse kusimusi keeleressursside loomisel ja kasutamisel teadustoo eesmargil kahes kontekstis: 1) andmesubjekt ehk isik, kelle andmed keeleressursis sisalduvad, on andnud oma andmete tootlemiseks nousoleku; 2) nousolekut ei ole ning isikuandmete tootlemine toimub teadustoo erandi alusel. Artiklis analuusitakse keeleressursside loomisel kasutuses olevaid nousolekuvorme ning tehakse ettepanekuid, kuidas keeleressursside kontekstis isikuandmete kaitse regulatsiooni jargida. *** Data protection issues relating to the development and utilisation of language resources Copyright issues related to language resources have received considerable attention. Personal data protection in the field of language research is an area which is not thoroughly explored yet. This topic is very relevant since the General Data Protection Regulation is applicable from 25 May 2018. The authors analyse the issues relating to personal data protection in the context of the development and utilization of language resources. Firstly, the authors analyse the cases where there is a consent which allows processing of personal data to develop and use language resources for research purposes. Secondly, the processing of personal data without consent for language research purposes is explored. The article is meant to provide practical information to language research community and create a foundation for further discussion.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"33 1","pages":"77-94"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76671582","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}
2001. aastal joustunud avaliku teabe seadusega tekkis kodanikel voimalus poorduda ametiasutuse poole kirjaliku voi suulise teabenoude vormis, ametnikel aga kohustus vastata teabenoudele viie toopaeva jooksul. Artikli eesmark on valja selgitada, millistel tekstistrateegilistel valikutel pohineb teabenoude vahendusel toimuv suhtlus kodanike ja ametiasutuste vahel. Teabenouete struktuurianaluus naitab, et kodanikud on teavet hankides otsekohesed, piirdudes nii e-posti teel kui ka veebivormi kaudu esitatud teabenouetes peaasjalikult pohinoudega, millele e-kirjas lisatakse ka viisakusvormelid. Et mahendada otsekohest valjendusviisi, esitatakse noue uldjuhul mitte kasuna, vaid palve, soovi voi kusimuse vormis, uksikjuhtudel valjendatakse ka ootust, vajadust voi lootust, et ametnik teeb soovitava teo. *** The communication between the citizen and local authority via the information request Citizens’ approaches to public offices, with a view to gain certain information, are regulated by the Public Information Act of 2001. According to the law, citizens can put forward their information requests either orally (at the premises or over the phone) or in writing (by mail, fax, email, etc.) and public offices are obligated to respond within five working days. For this dialogical communication to be efficient, both parties must follow well-developed and tacitly accepted communication practices. According to Swales’ (1990) genre theory, the analysis of the inner structure of information requests demonstrates that a prototypical information request consists of six different steps: creating of a communicative situation, justification of the request, putting forward the main request, and if needed, also an additional request, offering additional information and of an ending of the communicative situation. Some differences can be found in the structure of the requests based on whether they were sent in via a web interface or by email. While a part of an information request sent in by email is also to end the particular communicative situation (email usually ends with polite wishes and sender’s name) then in information requests sent by web interfaces senders often limit themselves to only voicing their main request. The requests in the information requests analysed in this study are formulated mainly as pleas. The please -construction in the request helps to build a short and speedy information exchange and it also contributes towards decreasing the nature or tone of the request. For example, it allows one to use the imperative mood or to change a direct question into an indirect one. In addition to the pleading acts, Estonian information requests also contain wishing and asking acts whereas other ways of expressing the request (verbless constructions, order, expectation, hope and need) are represented only by a few cases in our analysed source material. The inner structure of information requests, and the way they are being expressed, forms interpersonal relations
{"title":"Kodaniku suhtlus ametiasutusega teabenõude vahendusel","authors":"R. Reinsalu","doi":"10.5128/ERYA14.10","DOIUrl":"https://doi.org/10.5128/ERYA14.10","url":null,"abstract":"2001. aastal joustunud avaliku teabe seadusega tekkis kodanikel voimalus poorduda ametiasutuse poole kirjaliku voi suulise teabenoude vormis, ametnikel aga kohustus vastata teabenoudele viie toopaeva jooksul. Artikli eesmark on valja selgitada, millistel tekstistrateegilistel valikutel pohineb teabenoude vahendusel toimuv suhtlus kodanike ja ametiasutuste vahel. Teabenouete struktuurianaluus naitab, et kodanikud on teavet hankides otsekohesed, piirdudes nii e-posti teel kui ka veebivormi kaudu esitatud teabenouetes peaasjalikult pohinoudega, millele e-kirjas lisatakse ka viisakusvormelid. Et mahendada otsekohest valjendusviisi, esitatakse noue uldjuhul mitte kasuna, vaid palve, soovi voi kusimuse vormis, uksikjuhtudel valjendatakse ka ootust, vajadust voi lootust, et ametnik teeb soovitava teo. *** The communication between the citizen and local authority via the information request Citizens’ approaches to public offices, with a view to gain certain information, are regulated by the Public Information Act of 2001. According to the law, citizens can put forward their information requests either orally (at the premises or over the phone) or in writing (by mail, fax, email, etc.) and public offices are obligated to respond within five working days. For this dialogical communication to be efficient, both parties must follow well-developed and tacitly accepted communication practices. According to Swales’ (1990) genre theory, the analysis of the inner structure of information requests demonstrates that a prototypical information request consists of six different steps: creating of a communicative situation, justification of the request, putting forward the main request, and if needed, also an additional request, offering additional information and of an ending of the communicative situation. Some differences can be found in the structure of the requests based on whether they were sent in via a web interface or by email. While a part of an information request sent in by email is also to end the particular communicative situation (email usually ends with polite wishes and sender’s name) then in information requests sent by web interfaces senders often limit themselves to only voicing their main request. The requests in the information requests analysed in this study are formulated mainly as pleas. The please -construction in the request helps to build a short and speedy information exchange and it also contributes towards decreasing the nature or tone of the request. For example, it allows one to use the imperative mood or to change a direct question into an indirect one. In addition to the pleading acts, Estonian information requests also contain wishing and asking acts whereas other ways of expressing the request (verbless constructions, order, expectation, hope and need) are represented only by a few cases in our analysed source material. The inner structure of information requests, and the way they are being expressed, forms interpersonal relations","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"8 1","pages":"171-183"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76573959","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}
It is a well-known fact that natural languages do not correspond to the linguistic categories without trouble. Regarding the category of word classes, one of the most challenging groups in Estonian is the adverb, characterized by continuing supplementation by case forms of nouns. This article explores the notion of nominal adverb from the perspective of another prototype-based category, manner. The analysis of manner expressions follows Virtanen’s (2008) ‘manner plus’ idea, assuming semantic blends of manner and some other category. This study is induced by work with the Estonian collocations dictionary and the data the compilation is based on. The analysis explicates the collocational behaviour and the types of semantic blends of the selected nominal adverbs in the inner local cases illative, inessive and elative, focusing on adverb-verb combinations. *** Viis ja adverb: hagusad liigipiirid kollokatsioonides Uks eesti keele kollokatsioonisonaraamatu koostamise probleeme on seotud nn avatud klassidega. Naiteks maarsonad ongi tuupiliselt tekkinud noomeni mingi kaandevormi kivinemise ning tahenduse abstraheerumise tulemusel ( korval – korv ). Kuna see protsess on dunaamiline ja jatkuv, on ka tanapaeva eesti keeles olemas nn uleminekustaadiumis sonu, mis esinevad nii taistahenduslike nimisonade kui ka mingis kasutuses kinnistunud muutumatute ehk suhtesonadena. Uks selline dunaamiline ruhm sonu on viisimaarsonad. Kaesoleva artikli eesmark on vaadelda lahemalt leksikograafilise tarkvara Sketch Engine’i monede nimisonadena analuusitud sonu. Analuus on piiritletud sisekohakaandeliste substantiivadverbidega, mis valjendavad viisi voi sellele lahedasi tahenduselemente. Vaadeldavad sonad on rivvi : rivis : rivist , haneritta : hanereas , sappa : sabas , lendu , esireas , kambas , marsitaktis , valsitaktis , taisvarustuses , paraadvormis , rahvaroivais , vaimusilmas , sogeduses , meeleheites , ahastuses , kabuhirmus , hammelduses , usaldushoos , vaimustuses , paigast , silmanurgast , peast . Neid sonu kasitletakse artiklis verbikollokatsioonide kombinatsioonides, lahtudes Virtaneni (2008) esitatud viisi ja teiste lahedaste tahenduselementide koosesinemiste oletusest. Analuus naitab, et uldisi sundmusstruktuuri omaparasid korvale jattes voib viis kombineeruda (kollektiivse) kuju, liikumise, kiiruse, korduvuse, tulemuse, pohjustamise, vahendi, psuuhilise seisundi ning teadlikkusega. Praktiliselt koik kasitletud noomenadverbid sisaldavad lisaks viisile mond muud tahenduselementi. Verbi moju adverbi kaitumisele avaldub nii semantiliste kui ka suntaktiliste omaduste kaudu, naiteks muudab kausatiivne verb adverbi tuubi subjektile suunatust (ingl subject-oriented ) objektile suunatuks ( object-oriented ). Kausatiividega ei moodusta kollokatsioone aga inessiivsed substantiivadverbid, mis tegevust valjendavate verbidega esinedes valjendavad aspektuaalselt piiritlemata tegevussundmust ( activity Vendleri 1967 moistes). Kollokatsioonison
众所周知，自然语言与语言范畴的对应并非一帆风顺。关于词类的范畴，爱沙尼亚语中最具挑战性的一类是副词，其特点是名词的格形式不断补充。本文从另一个基于原型的范畴——方式——的角度探讨了名词性副词的概念。对方式表达的分析遵循维尔塔宁(2008)的“方式加”的观点，假设方式和其他一些类别的语义混合。这项研究是由与爱沙尼亚语搭配词典的工作和编纂的数据是基于。分析了所选名词副词在局部内格中的搭配行为和语义混合类型，并着重分析了副词与动词的组合。*** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *** *naitek的主要研究内容是，在研究过程中发现了一种特殊的现象，即在研究过程中发现了一种特殊的现象，即在研究过程中发现了一种特殊的现象(korval - korv)。Kuna看到的是对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理，对杜氏胺的处理。英国销售公司dunaamiline ruhm在访问sonsonand。Kaesoleva artikkli对vadelda - lahema - leksikograafilise - tarkvara Sketch Engine的评论是一种新的nimisonadena模拟引擎。论piiritletud sisekohakaandeliste substantiivadbidega, mis valjendavad visisi voi sellele lahedasi tahenduselement。Vaadeldavad sonad on rivvi: rivis: rivist, hanritta: hanereas, sappa: sabas, lendu, esireas, kambas, marsitaktis, valsitaktis, taisvarustuses, paraadvormis, rahvaroivais, vaimusilmas, sogeduses, meeleheites, ahastuses, kabuhirmus, hammelduses, usaldushoos, vaimustuses, paigast, silmanurgast, peast。Neid sonu kasitletakisartiklis verbiklokatsionide组合，lahtudes Virtaneni(2008)提出了一种新的研究方法，该方法研究了Neid sonu kasitletakiskis verbiklokatsionide组合。例如，kuju, likikumise, kiiruse, korduvuse, tulemuse, pohjustamise, vahendi, susuhilise seisandningteadlikkusega。Praktiliselt koik(波兰)认为，这是一种非常有意义的、具有视觉性的、具有内在性的元素。动词moju副词kaitumisele avaldub nii semantiliste kui ka suntaktiliste omaduste kaudu, naiteks kaudab kaudab主动动词副词tuubi主语suunatust(单一主语导向)客体suunatuks(面向对象)。Kausatiividega ei moodusta kollokatsioone是一种非密集的实质性的植物，它是一种非密集的植物，它是一种非密集的植物。kollokatsiononaraamatu pehtruhma, keeleoppija silmas pidades, keelegida keeleomaparade, esitamise susuva, susuva, susuva, susuva, susuva, susuva, susuva。Nimisonalisi在语义表上使用了词性动词(kategoorias esitada adverbiuhmas, mitte noomenite seas, kuhu kuuluvad paljud erinevaid kaand detataendusi valjendavad vormid)。我想我的juhtum nouab watagi eraldi lahenemist。
{"title":"Manner and adverb: Fuzzy categorial boundaries in collocations","authors":"G. Paulsen","doi":"10.5128/ERYA14.07","DOIUrl":"https://doi.org/10.5128/ERYA14.07","url":null,"abstract":"It is a well-known fact that natural languages do not correspond to the linguistic categories without trouble. Regarding the category of word classes, one of the most challenging groups in Estonian is the adverb, characterized by continuing supplementation by case forms of nouns. This article explores the notion of nominal adverb from the perspective of another prototype-based category, manner. The analysis of manner expressions follows Virtanen’s (2008) ‘manner plus’ idea, assuming semantic blends of manner and some other category. This study is induced by work with the Estonian collocations dictionary and the data the compilation is based on. The analysis explicates the collocational behaviour and the types of semantic blends of the selected nominal adverbs in the inner local cases illative, inessive and elative, focusing on adverb-verb combinations. *** Viis ja adverb: hagusad liigipiirid kollokatsioonides Uks eesti keele kollokatsioonisonaraamatu koostamise probleeme on seotud nn avatud klassidega. Naiteks maarsonad ongi tuupiliselt tekkinud noomeni mingi kaandevormi kivinemise ning tahenduse abstraheerumise tulemusel ( korval – korv ). Kuna see protsess on dunaamiline ja jatkuv, on ka tanapaeva eesti keeles olemas nn uleminekustaadiumis sonu, mis esinevad nii taistahenduslike nimisonade kui ka mingis kasutuses kinnistunud muutumatute ehk suhtesonadena. Uks selline dunaamiline ruhm sonu on viisimaarsonad. Kaesoleva artikli eesmark on vaadelda lahemalt leksikograafilise tarkvara Sketch Engine’i monede nimisonadena analuusitud sonu. Analuus on piiritletud sisekohakaandeliste substantiivadverbidega, mis valjendavad viisi voi sellele lahedasi tahenduselemente. Vaadeldavad sonad on rivvi : rivis : rivist , haneritta : hanereas , sappa : sabas , lendu , esireas , kambas , marsitaktis , valsitaktis , taisvarustuses , paraadvormis , rahvaroivais , vaimusilmas , sogeduses , meeleheites , ahastuses , kabuhirmus , hammelduses , usaldushoos , vaimustuses , paigast , silmanurgast , peast . Neid sonu kasitletakse artiklis verbikollokatsioonide kombinatsioonides, lahtudes Virtaneni (2008) esitatud viisi ja teiste lahedaste tahenduselementide koosesinemiste oletusest. Analuus naitab, et uldisi sundmusstruktuuri omaparasid korvale jattes voib viis kombineeruda (kollektiivse) kuju, liikumise, kiiruse, korduvuse, tulemuse, pohjustamise, vahendi, psuuhilise seisundi ning teadlikkusega. Praktiliselt koik kasitletud noomenadverbid sisaldavad lisaks viisile mond muud tahenduselementi. Verbi moju adverbi kaitumisele avaldub nii semantiliste kui ka suntaktiliste omaduste kaudu, naiteks muudab kausatiivne verb adverbi tuubi subjektile suunatust (ingl subject-oriented ) objektile suunatuks ( object-oriented ). Kausatiividega ei moodusta kollokatsioone aga inessiivsed substantiivadverbid, mis tegevust valjendavate verbidega esinedes valjendavad aspektuaalselt piiritlemata tegevussundmust ( activity Vendleri 1967 moistes). Kollokatsioonison","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"25 1","pages":"117-135"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72636427","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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