Acquisition of derivation is not a well-studied area in first language research and a comparative approach to the acquisition of derivation in different languages doesn’t exist. There is no information on how a child acquires derivation in a language with a rich and regular system of derivational patterns, or in a language where derivation is productive, but the system of derivational patterns is opaque. According to general ideas of complexity in a language, the child should start to use simplex stems first and, only after that, complex ones, that is, complexity should increase in the course of acquisition. Our paper is intended to address these issues, based on longitudinal child data from typologically different languages, Estonian and Russian. The results revealed significant differences in the acquisition of noun derivation in the two languages under observation. The system of noun derivation is acquired at a faster pace in Russian, while Estonian children have far fewer noun derivatives in their speech and they use different derivation suffixes with less regularity. Even so, the so-called building block model may be applied for both languages only partially. *** Nimisonatuletuse omandamine varases eesti ja vene keeles Nimisonatuletuse omandamine ei ole esimese keele omandamise uuringute kuigi pohjalikult uuritud valdkond ning nimisonatuletuse omandamise eri keeli korvutavat kasitlust veel ei ole. Seetottu puudub informatsioon ka selle kohta, kuidas laps omandab erinevad tuletusmallid ja -liited keeles, kus tuletussusteem on rikas ja reegliparane, voi sellises keeles, kus see susteem on kull iseenesest rikas, kuid mitte kuigi labipaistev. Uldiste keelelise kompleksusega seotud pohimotete jargi peaks laps alustama omandamist koigepealt lihtsonadest ja alles parast seda komplekssetest sonadest, st komplekssus peaks kasvama arengu kaigus. Siinse artikli aluseks on kahe tupoloogiliselt erineva keele, eesti ja vene keele pikiuuringu andmed. Tulemused osutavad kahe tuletussusteemi omandamise markimisvaarsetele erinevustele. Tuletus omandatakse vene keeles kiiremini. Eesti laste kones on tunduvalt vahem nimisonatuletisi ning nad kasutavad vaiksemat arvu tuletusliiteid. Komplekssete struktuuride omandamise uldine pohimote ehk nn “lihtsamalt keerulisemale” (ingl building block model ) kehtib molema keele nimisonatuletuse omandamise kohta ainult osaliselt.
衍生语习得在第一语言研究中还不是一个很好的研究领域，也没有比较不同语言衍生语习得的方法。没有关于儿童如何在具有丰富和规则的派生模式系统的语言中获得派生的信息，或者在派生是富有成效的语言中，但是派生模式系统是不透明的。根据语言复杂性的一般概念，孩子应该首先开始使用简单的词干，然后才开始使用复杂的词干，也就是说，复杂性应该在习得过程中增加。我们的论文旨在解决这些问题，基于纵向儿童数据从不同类型的语言，爱沙尼亚语和俄语。结果表明，两种语言在名词派生习得方面存在显著差异。俄语的名词衍生系统的习得速度更快，而爱沙尼亚儿童在他们的言语中使用的名词衍生要少得多，他们使用不同的衍生后缀的规律也更少。即便如此，所谓的构建块模型可能只是部分地适用于两种语言。***尼米纳特脲脲胺是一种具有抗衰老功能的药物，尼米纳特脲脲胺是一种具有抗衰老功能的药物，尼米纳特脲脲胺是一种具有抗衰老功能的药物。setottu puudub information - on selle kohta, kuidas laps manmanab erinva和tuletusmallid ja - limited龙骨，kuttu tuletussystem on rikas ja reegliparane, voi selliises龙骨，kuttu sutesystem on kull isenesest rikas, kuttu kuigi labipaistev。Uldiste keelelise kompleksusega seotud pohimotete jargi peaks laps alustama omandamist koigepeve light sonadest alles parast seda komplekssetest sonadest, st komplekssus peaks kasvama arengu kaigus。中国的artikli是指在中国的地理位置，也就是在中国的地理位置，中国的地理位置。Tulemused to sutavand kahe tuletusussteemi omandamise markimisvarsetele erinevusteele。Tuletus的命令是，在一个人的龙骨上，kiiremini。最后，他研究了一种叫“超音波”的技术，一种叫“超音波”的技术，一种叫“超音波”的技术。Komplekssete structuuride omandamise uldine pohimote ehk和“lighhtsamalt keerulisemale”(单一积木模型)kehtib molema keele nimisonatuletuse omandamise kohta ainult osaliselt。
{"title":"Acquisition of noun derivation in Estonian and Russian L1","authors":"Reili Argus, V. Kazakovskaya","doi":"10.5128/ERYA14.02","DOIUrl":"https://doi.org/10.5128/ERYA14.02","url":null,"abstract":"Acquisition of derivation is not a well-studied area in first language research and a comparative approach to the acquisition of derivation in different languages doesn’t exist. There is no information on how a child acquires derivation in a language with a rich and regular system of derivational patterns, or in a language where derivation is productive, but the system of derivational patterns is opaque. According to general ideas of complexity in a language, the child should start to use simplex stems first and, only after that, complex ones, that is, complexity should increase in the course of acquisition. Our paper is intended to address these issues, based on longitudinal child data from typologically different languages, Estonian and Russian. The results revealed significant differences in the acquisition of noun derivation in the two languages under observation. The system of noun derivation is acquired at a faster pace in Russian, while Estonian children have far fewer noun derivatives in their speech and they use different derivation suffixes with less regularity. Even so, the so-called building block model may be applied for both languages only partially. *** Nimisonatuletuse omandamine varases eesti ja vene keeles Nimisonatuletuse omandamine ei ole esimese keele omandamise uuringute kuigi pohjalikult uuritud valdkond ning nimisonatuletuse omandamise eri keeli korvutavat kasitlust veel ei ole. Seetottu puudub informatsioon ka selle kohta, kuidas laps omandab erinevad tuletusmallid ja -liited keeles, kus tuletussusteem on rikas ja reegliparane, voi sellises keeles, kus see susteem on kull iseenesest rikas, kuid mitte kuigi labipaistev. Uldiste keelelise kompleksusega seotud pohimotete jargi peaks laps alustama omandamist koigepealt lihtsonadest ja alles parast seda komplekssetest sonadest, st komplekssus peaks kasvama arengu kaigus. Siinse artikli aluseks on kahe tupoloogiliselt erineva keele, eesti ja vene keele pikiuuringu andmed. Tulemused osutavad kahe tuletussusteemi omandamise markimisvaarsetele erinevustele. Tuletus omandatakse vene keeles kiiremini. Eesti laste kones on tunduvalt vahem nimisonatuletisi ning nad kasutavad vaiksemat arvu tuletusliiteid. Komplekssete struktuuride omandamise uldine pohimote ehk nn “lihtsamalt keerulisemale” (ingl building block model ) kehtib molema keele nimisonatuletuse omandamise kohta ainult osaliselt.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"57 1","pages":"23-39"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81988206","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}
Artikkel puuab avada andekusfenomeni sotsiaalset tahendust laiemas kultuurikontekstis ning naidata selle tolgitsusvoimalusi laste ja lastevanemate kui fenomeniga tihedalt seotud uhiskonnaruhmade arusaamades. Selleks uuritakse andekuse tolgitsemist fenomeni sunonuumsete tahistajate sagedamate kollokatsioonide kaudu eri keelte korpustes ning laste ja lastevanemate intervjuudes. Korpuste kvantitatiivse analuusi taustal demonstreeritakse 15 avatud intervjuu kriitilise diskursuseanaluusi abil, missuguste keelevahendite ja seoste toel fenomeni tahendusi luuakse. Selgub, et andekust seostatakse enamasti lastega ja kindlate andelaadidega, tostetakse esile nahtuse atraktiivsust ning eristumist. Laste jaoks on andekus mitmemootmeline ega saa haridussusteemis piisavalt tahelepanu, lastevanemate jaoks on see jumala and, mis nouab neilt puhendumist ja on koolis piisavalt toetatud. Laste arusaamade kaudu avaneb fenomeni positiivne ja koostoovalmidust pakkuv sotsiaalne tahendus. *** The collocations of giftedness in language corpora and construing the phenomenon in children’s and parents’ perceptions The study is an attempt to unfold the social meaning of the phenomenon of giftedness in expanded cultural context. Construal of the concept is first studied by the frequency of collocations of the synonymous signifiers of the term of giftedness in the Estonian Reference Corpus, German Reference Corpus, and British National Corpus. After that, the construction of meaning of giftedness is qualitatively studied by interviewing children and parents (15 qualitative open and non-directive mode interviews). Critical discourse analysis (Fairclough 2001) is used to show the linguistic choices and their links to discourses through which the interviewees construe the concept of giftedness, pointing to certain social relations and meanings. Results showed that giftedness was associated with childhood, highlighting the attractiveness and distinction of the phenomenon. In different languages, giftedness is associated with relatively similar features (development attractiveness, differentiation, domain-specificity) but the perceptions are different for children and parents. For children, giftedness is multidimensional but it does not get enough attention at school, whereas for parents, it is a gift from God that needs their dedication although supported by the educational system. The positive meanings of the phenomenon are made visible by children.
{"title":"Andekuse kollokatsioonid keelekorpustes ning laste ja lastevanemate andekustõlgitsused","authors":"H. Põlda","doi":"10.5128/ERYA14.08","DOIUrl":"https://doi.org/10.5128/ERYA14.08","url":null,"abstract":"Artikkel puuab avada andekusfenomeni sotsiaalset tahendust laiemas kultuurikontekstis ning naidata selle tolgitsusvoimalusi laste ja lastevanemate kui fenomeniga tihedalt seotud uhiskonnaruhmade arusaamades. Selleks uuritakse andekuse tolgitsemist fenomeni sunonuumsete tahistajate sagedamate kollokatsioonide kaudu eri keelte korpustes ning laste ja lastevanemate intervjuudes. Korpuste kvantitatiivse analuusi taustal demonstreeritakse 15 avatud intervjuu kriitilise diskursuseanaluusi abil, missuguste keelevahendite ja seoste toel fenomeni tahendusi luuakse. Selgub, et andekust seostatakse enamasti lastega ja kindlate andelaadidega, tostetakse esile nahtuse atraktiivsust ning eristumist. Laste jaoks on andekus mitmemootmeline ega saa haridussusteemis piisavalt tahelepanu, lastevanemate jaoks on see jumala and, mis nouab neilt puhendumist ja on koolis piisavalt toetatud. Laste arusaamade kaudu avaneb fenomeni positiivne ja koostoovalmidust pakkuv sotsiaalne tahendus. *** The collocations of giftedness in language corpora and construing the phenomenon in children’s and parents’ perceptions The study is an attempt to unfold the social meaning of the phenomenon of giftedness in expanded cultural context. Construal of the concept is first studied by the frequency of collocations of the synonymous signifiers of the term of giftedness in the Estonian Reference Corpus, German Reference Corpus, and British National Corpus. After that, the construction of meaning of giftedness is qualitatively studied by interviewing children and parents (15 qualitative open and non-directive mode interviews). Critical discourse analysis (Fairclough 2001) is used to show the linguistic choices and their links to discourses through which the interviewees construe the concept of giftedness, pointing to certain social relations and meanings. Results showed that giftedness was associated with childhood, highlighting the attractiveness and distinction of the phenomenon. In different languages, giftedness is associated with relatively similar features (development attractiveness, differentiation, domain-specificity) but the perceptions are different for children and parents. For children, giftedness is multidimensional but it does not get enough attention at school, whereas for parents, it is a gift from God that needs their dedication although supported by the educational system. The positive meanings of the phenomenon are made visible by children.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"37 1","pages":"137-153"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86161813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present paper describes the project titled “The Dictionary of Word Associations in Estonian” undertaken by the author at the Institute of the Estonian Language. The general aim of the Dictionary is to provide insights into Estonians’ common-sense mind. It is meant to be a tool of self-reflection for Estonian native speakers and a guide for the foreigners who are eager enough to make themselves familiar with the Estonian cultural patterns of thought. The Dictionary will be published online. The number of keywords was initially limited to approximately 800. Specific emphasis is given to the stage of data collection by implementing the principles of citizen science. *** Eesti keele assotsiatsioonisonastiku loomine: tuhjast kohast andmebaasini Artiklis kirjeldatakse “Eesti keele assotsiatsioonisonastiku” loomise esimesi etappe kavandamisest kuni algandameid sisaldava andmebaasini. Esmalt antakse ulevaade pohimoistetest (assotsiatsioon, sona-assotsiatsioon, assotsiatsioonisonastik vs. assotsiatsiooninormid) ja kirjanduses kasutatavast terminoloogiast. Jargneb ulevaade sona-assotsiatsioonide uurimise ajaloost ja tuuakse valja sonastikuprojekti teoreetilised eeldused: a) sonu iseloomustavad nende seosed teiste sonadega; b) nende seoste valjatoomine on oluline leksikograafiline ulesanne; c) assotsiatsioone saab tuvastada uksnes inimeste testimise teel. Jargnevas osas kirjeldatakse tehtud toid ja pohjendatakse praktilisi valikuid. Lahti seletatakse marksonastiku ja testide koostamise pohimotted, kodanikuteaduse kampaania kaivitamise vajadus inimeste varbamiseks ning selle kulg. Artikli viimases osas pohjendatakse valikut andmete talletamise osas (relatsiooniline baas), kirjeldatakse andmebaasi struktuuri ning andmete impordi protseduure. Tabel 2 annab arvulise ulevaate sonastiku aluseks olevast andmebaasist. Artikli lopus arutletakse tehtud valikute eeliste ja norkuste ule. Andmete kogumist kodanikuteaduse raames loeti onnestunud ettevotmiseks, seda nii jarjest kasvava osalemisaktiivsuse kui ka sooritamisedukuse mottes (vt tabel 1). Kuna kodanikuteaduse partnerid kalduvad olema naissoost ja korgema haridusega, siis kontrolliti nende tegurite moju statistilise analuusiga. Tulemused naitasid, et sugu, iga ja amet vastuste stereotuupsust ei mojutanud, kull aga korgem haridustase. Seega on kogutud andmestikus toenaoliselt uldpopulatsioonist stereotuupsemad seosed, mida autor luges aga pigem eeliseks, kuna sonastiku eesmark ongi just koguda tuupilisemaid seoseid ja ainukordsed vastused jaavad andmete suure mahu tottu igal juhul sonastikust valja. Koik vastused koos andmetega vastajate soo, ea, hariduse jm kohta jaavad andmebaasi alles tulevasteks uuringuteks.
{"title":"Compiling the Dictionary of Word Associations in Estonian: From scratch to the database","authors":"Ene Vainik","doi":"10.5128/ERYA14.14","DOIUrl":"https://doi.org/10.5128/ERYA14.14","url":null,"abstract":"The present paper describes the project titled “The Dictionary of Word Associations in Estonian” undertaken by the author at the Institute of the Estonian Language. The general aim of the Dictionary is to provide insights into Estonians’ common-sense mind. It is meant to be a tool of self-reflection for Estonian native speakers and a guide for the foreigners who are eager enough to make themselves familiar with the Estonian cultural patterns of thought. The Dictionary will be published online. The number of keywords was initially limited to approximately 800. Specific emphasis is given to the stage of data collection by implementing the principles of citizen science. *** Eesti keele assotsiatsioonisonastiku loomine: tuhjast kohast andmebaasini Artiklis kirjeldatakse “Eesti keele assotsiatsioonisonastiku” loomise esimesi etappe kavandamisest kuni algandameid sisaldava andmebaasini. Esmalt antakse ulevaade pohimoistetest (assotsiatsioon, sona-assotsiatsioon, assotsiatsioonisonastik vs. assotsiatsiooninormid) ja kirjanduses kasutatavast terminoloogiast. Jargneb ulevaade sona-assotsiatsioonide uurimise ajaloost ja tuuakse valja sonastikuprojekti teoreetilised eeldused: a) sonu iseloomustavad nende seosed teiste sonadega; b) nende seoste valjatoomine on oluline leksikograafiline ulesanne; c) assotsiatsioone saab tuvastada uksnes inimeste testimise teel. Jargnevas osas kirjeldatakse tehtud toid ja pohjendatakse praktilisi valikuid. Lahti seletatakse marksonastiku ja testide koostamise pohimotted, kodanikuteaduse kampaania kaivitamise vajadus inimeste varbamiseks ning selle kulg. Artikli viimases osas pohjendatakse valikut andmete talletamise osas (relatsiooniline baas), kirjeldatakse andmebaasi struktuuri ning andmete impordi protseduure. Tabel 2 annab arvulise ulevaate sonastiku aluseks olevast andmebaasist. Artikli lopus arutletakse tehtud valikute eeliste ja norkuste ule. Andmete kogumist kodanikuteaduse raames loeti onnestunud ettevotmiseks, seda nii jarjest kasvava osalemisaktiivsuse kui ka sooritamisedukuse mottes (vt tabel 1). Kuna kodanikuteaduse partnerid kalduvad olema naissoost ja korgema haridusega, siis kontrolliti nende tegurite moju statistilise analuusiga. Tulemused naitasid, et sugu, iga ja amet vastuste stereotuupsust ei mojutanud, kull aga korgem haridustase. Seega on kogutud andmestikus toenaoliselt uldpopulatsioonist stereotuupsemad seosed, mida autor luges aga pigem eeliseks, kuna sonastiku eesmark ongi just koguda tuupilisemaid seoseid ja ainukordsed vastused jaavad andmete suure mahu tottu igal juhul sonastikust valja. Koik vastused koos andmetega vastajate soo, ea, hariduse jm kohta jaavad andmebaasi alles tulevasteks uuringuteks.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"45 1","pages":"229-245"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89614825","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}
Marju Taukar, Reeli Pärn, Anna Kaplina, Mari-Liis Ots, Gristel Pihlakas
Eestis ei ole suulist ja kirjalikku tolget seni koos uuritud, kuid nende tolkevaldkondade uheskoos uurimine voimaldab saada teadmisi molema kohta. Viisime labi empiirilise uuringu tolkide ja tolkijatega, kes tolkisid koik sama lahteteksti, ning salvestasime nende tolkimisprotsessi. Tolkijate tooprotsessi vaatlemiseks kasutasime ekraanipildi salvestamist. See voimaldas juurdepaasu tolkijate otsestele toomeetoditele, veebiotsingutele ja eneseparandustele. Suulist tolget uurisime audiosalvestiste abil. Lisaks analuusisime ka valmistolkeid. Artiklis kasitleme tolkeid ja tolkimisprotsessi uldiselt, vaatleme asesonade ja voorsonade kasutamist ning eneseparandusi tolkimisprotsessi ajal ja selle jarel. Keskseks teemaks on suuliste ja kirjalike tolkijate erinev lahenemine tolkimisele, lahendused keerukates kohtades ning tolkimisprotsess. Selline vaatenurk avab tolkimise uurimisel uusi voimalusi ning avardab arusaama tolkimise olemusest. *** Some topics in translation and interpreting research The article describes some findings of a pilot study in the field of translation and interpreting studies. 4 translators and 5 interpreters translated the same source text from English into Estonian. Their translation process was recorded either as an audio recording (for interpreters) or screen recording (for translators) and all texts were collected. As interpreting research is so far basically missing in Estonia and translation process research is also in the beginning stages, the study is to a large extent exploratory and tentative. We looked into the use of pronouns, of which only demonstrative pronouns showed a difference in usage that could not be explained by the nature of the task. We also analysed whether there was any use of literal translation as a strategy, also to understand how the translator’s and interpreter’s mind works to find solutions for certain translation problems. The translation of cultural items being the most difficult part in the translation task used, we studied the problem-solving strategies and decisions translators and interpreters made. The translation process data was most intensively used to study self-corrections in the translator’s work process. This revealed some interesting patterns in the translator’s working habits, which could definitely be elaborated and researched further. All in all, we find that it makes a lot of sense to study these two areas of translation together and the best way to encourage it would be compiling a proper (longterm) corpus of product and process data. The advances in such research would be most appreciated in the didactic environment but it would also be an important addition to translation studies and translation tools development.
{"title":"Suulisest ja kirjalikust tõlkest lõppteksti ja tõlkeprotsessi põhjal","authors":"Marju Taukar, Reeli Pärn, Anna Kaplina, Mari-Liis Ots, Gristel Pihlakas","doi":"10.5128/ERYA14.12","DOIUrl":"https://doi.org/10.5128/ERYA14.12","url":null,"abstract":"Eestis ei ole suulist ja kirjalikku tolget seni koos uuritud, kuid nende tolkevaldkondade uheskoos uurimine voimaldab saada teadmisi molema kohta. Viisime labi empiirilise uuringu tolkide ja tolkijatega, kes tolkisid koik sama lahteteksti, ning salvestasime nende tolkimisprotsessi. Tolkijate tooprotsessi vaatlemiseks kasutasime ekraanipildi salvestamist. See voimaldas juurdepaasu tolkijate otsestele toomeetoditele, veebiotsingutele ja eneseparandustele. Suulist tolget uurisime audiosalvestiste abil. Lisaks analuusisime ka valmistolkeid. Artiklis kasitleme tolkeid ja tolkimisprotsessi uldiselt, vaatleme asesonade ja voorsonade kasutamist ning eneseparandusi tolkimisprotsessi ajal ja selle jarel. Keskseks teemaks on suuliste ja kirjalike tolkijate erinev lahenemine tolkimisele, lahendused keerukates kohtades ning tolkimisprotsess. Selline vaatenurk avab tolkimise uurimisel uusi voimalusi ning avardab arusaama tolkimise olemusest. *** Some topics in translation and interpreting research The article describes some findings of a pilot study in the field of translation and interpreting studies. 4 translators and 5 interpreters translated the same source text from English into Estonian. Their translation process was recorded either as an audio recording (for interpreters) or screen recording (for translators) and all texts were collected. As interpreting research is so far basically missing in Estonia and translation process research is also in the beginning stages, the study is to a large extent exploratory and tentative. We looked into the use of pronouns, of which only demonstrative pronouns showed a difference in usage that could not be explained by the nature of the task. We also analysed whether there was any use of literal translation as a strategy, also to understand how the translator’s and interpreter’s mind works to find solutions for certain translation problems. The translation of cultural items being the most difficult part in the translation task used, we studied the problem-solving strategies and decisions translators and interpreters made. The translation process data was most intensively used to study self-corrections in the translator’s work process. This revealed some interesting patterns in the translator’s working habits, which could definitely be elaborated and researched further. All in all, we find that it makes a lot of sense to study these two areas of translation together and the best way to encourage it would be compiling a proper (longterm) corpus of product and process data. The advances in such research would be most appreciated in the didactic environment but it would also be an important addition to translation studies and translation tools development.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"117 1","pages":"197-214"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78201277","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}
Internet on oluline keeleressurss, mille uheks keeleteaduslikuks ja keeletehnoloogiliseks kasutusvoimaluseks on seal leiduvate tekstide koondamine keelekorpuseks. Kuid taisautomaatselt korjatud korpusega seistakse uudse situatsiooni ees: olemas on palju andmeid, ent pole tapselt teada, millist keelematerjali need sisaldavad. Loomuliku keele uurimise ja tootlemise seisukohalt on vajalik tekstide eristamine tekstiliigiti, sest sellest soltub sobivate tootlusvahendite valik. Artiklis kirjeldame tekstiliikide eristamise lihtsustatud versiooni: korpuse Estonian Web 2013 (etTenTen13) binaarse klassifitseerimise katset, mille eesmark oli liigitada tekstid kirjakeele normi jargivateks ja mittejargivateks. Treeningandmetes kasutasime kirjakeele esindajana Tasakaalus korpust ja kirjakeele normi mitte jargivate tekstide esindajana Uue meedia korpust ning testandmetena kasitsi liigitatud Estonian Web 2013 alamkorpust. Klassifitseerimismudelite loomisel rakendasime erinevaid juhendatud masinoppe algoritme ning tunnustena sone- hulkasid. Klassifitseerimismudelite kvaliteeti hindasime 10-kordse ristvalideerimise teel, kus parima tulemuse andis tehisnarvivorkudel pohinev algoritm, mis 99% tapsusega liigitas dokumendi oigesse klassi. Seejarel katsetasime mudeleid kasitsi liigitatud Estonian Web 2013 testkorpusel, kus parima tulemuse andis taas tehisnarvivorkudel pohinev algoritm tapsusega 74%. *** Classifying Estonian Web texts Due to the size of the Internet and the multitude of traditional and new genres there has been an increasing interest in automatic genre classification. Labelling texts in natural language processing is essential because this allows us to select more appropriate language models for the analysis. The aim of the article is to describe and present the results of automatically classifying Estonian Web 2013 texts. We evalued the quality of different classification models on our training and manually labelled test set. Most of the research on automatic classification has focused on classifying multiple genres, while our objective was to do a binary classification. We set out to classify Estonian Web 2013 texts based on whether they are canonical or not. For training we used the Balanced Corpus to represent canonical language and the New Media Corpus to represent non-canonical language. Due to the non-availability of a binary labelled subcorpus of Estonian Web 2013 texts, we compiled it ourselves by manually labelling it. For classification we used different supervised machine learning algorithms and for features a simple Bag of Words method. The results obtained from the preliminary experiments show that neural networks outperformed other machine learning algorithms achieving over 0.7 on accuracy. The overall results of this study indicate that in order to increase the accuracy of the classifiers, new features should be added (e.g POS count, sentences per paragraph, words per sentence, uppercase and lowercase letters per sentence etc.). Our best
{"title":"Eestikeelsete veebitekstide automaatne liigitamine","authors":"Kristiina Vaik, K. Muischnek","doi":"10.5128/ERYA14.13","DOIUrl":"https://doi.org/10.5128/ERYA14.13","url":null,"abstract":"Internet on oluline keeleressurss, mille uheks keeleteaduslikuks ja keeletehnoloogiliseks kasutusvoimaluseks on seal leiduvate tekstide koondamine keelekorpuseks. Kuid taisautomaatselt korjatud korpusega seistakse uudse situatsiooni ees: olemas on palju andmeid, ent pole tapselt teada, millist keelematerjali need sisaldavad. Loomuliku keele uurimise ja tootlemise seisukohalt on vajalik tekstide eristamine tekstiliigiti, sest sellest soltub sobivate tootlusvahendite valik. Artiklis kirjeldame tekstiliikide eristamise lihtsustatud versiooni: korpuse Estonian Web 2013 (etTenTen13) binaarse klassifitseerimise katset, mille eesmark oli liigitada tekstid kirjakeele normi jargivateks ja mittejargivateks. Treeningandmetes kasutasime kirjakeele esindajana Tasakaalus korpust ja kirjakeele normi mitte jargivate tekstide esindajana Uue meedia korpust ning testandmetena kasitsi liigitatud Estonian Web 2013 alamkorpust. Klassifitseerimismudelite loomisel rakendasime erinevaid juhendatud masinoppe algoritme ning tunnustena sone- hulkasid. Klassifitseerimismudelite kvaliteeti hindasime 10-kordse ristvalideerimise teel, kus parima tulemuse andis tehisnarvivorkudel pohinev algoritm, mis 99% tapsusega liigitas dokumendi oigesse klassi. Seejarel katsetasime mudeleid kasitsi liigitatud Estonian Web 2013 testkorpusel, kus parima tulemuse andis taas tehisnarvivorkudel pohinev algoritm tapsusega 74%. *** Classifying Estonian Web texts Due to the size of the Internet and the multitude of traditional and new genres there has been an increasing interest in automatic genre classification. Labelling texts in natural language processing is essential because this allows us to select more appropriate language models for the analysis. The aim of the article is to describe and present the results of automatically classifying Estonian Web 2013 texts. We evalued the quality of different classification models on our training and manually labelled test set. Most of the research on automatic classification has focused on classifying multiple genres, while our objective was to do a binary classification. We set out to classify Estonian Web 2013 texts based on whether they are canonical or not. For training we used the Balanced Corpus to represent canonical language and the New Media Corpus to represent non-canonical language. Due to the non-availability of a binary labelled subcorpus of Estonian Web 2013 texts, we compiled it ourselves by manually labelling it. For classification we used different supervised machine learning algorithms and for features a simple Bag of Words method. The results obtained from the preliminary experiments show that neural networks outperformed other machine learning algorithms achieving over 0.7 on accuracy. The overall results of this study indicate that in order to increase the accuracy of the classifiers, new features should be added (e.g POS count, sentences per paragraph, words per sentence, uppercase and lowercase letters per sentence etc.). Our best","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"49 1","pages":"215-227"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74616236","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}
At one Estonian university, we have designed a course to support the writing skills of doctorate students who need to write scientific articles for publication in their L2 English. We provide this support by placing these students into small discipline-specific writing groups where they periodically give and receive written feedback on their draft articles. Knowing what may constitute an effective feedback comment will enable us to improve upon current pedagogical practices. In this study, we develop a coding scheme to measure the impact of both affective and non-affective feedback comments on the peer feedback process. We use this scheme in tandem with questionnaires to assess the effectiveness of postgraduate peer feedback comments as perceived by both L1 Estonian doctoral students and expert writing assessors. Within this context, the results suggest that cover letters and the tone of feedback comments have a noticeable impact on the peer feedback process. *** Tagasisidekommentaaride tajutud efektiivsus inglise keeles kui teises keeles teadusartiklite kirjutamise kursusel Oleme uhes Eesti ulikoolis valja tootanud kursuse, mille eesmark on arendada doktorantide kirjalikku valjendusoskust ning toetada neid teadusartiklite kirjutamisel inglise keeles kui teises keeles. Kursus on korraldatud nii, et uliopilased on jagatud vaikestesse erialapohistesse kirjutamisruhmadesse, mille liikmed annavad ja saavad regulaarselt oma artikli mustanditele tagasisidet. Teadmised selle kohta, millised tagasisidekommentaarid on efektiivsed, aitaksid praeguseid opetamismeetodeid parendada. Kaesolevas uurimuses esitatakse kodeerimisskeem, mille abil moota parandussoovitustega ja parandussoovitusteta tagasisidekommentaaride moju kaasoppijate vastastikuse tagasisidestamise protsessis. Parandamissoovitusega kommentaar (nt “sissejuhatus on liiga luhike”) suunab autorit oma teksti muutma. Parandamissoovituseta kommentaar (nt “vaga hea pealkiri!”) ei suuna autorit teksti muutma ja on olemuselt pigem afektiivne. Konealuse kodeerimisskeemiga paralleelselt kasutame kusimustikke, millega uurida, kuidas tajuvad doktorantide vastastikuse tagasisidekommentaaride efektiivsust eesti keelt emakeelena konelevad doktorandid ning Eesti, Soome, Rootsi ja Saksamaa ulikoolide kirjutamiseksperdid. Tulemused naitavad, et vaadeldud faktoritest mojutavad vastastikuse tagasiside protsessi kaaskirja olemasolu ja tagasisidekommentaari toon. Uuringu tulemused voimaldavad teadlastel ja praktikutel, kes opetavad vorreldavas kontekstis sarnasel metoodikal pohinevaid kursusi, votta kasutusele tapsemad, uurimistulemustel pohinevad opetamismeetodid.
在爱沙尼亚的一所大学，我们设计了一门课程，以支持博士学生的写作技巧，他们需要用第二语言英语撰写发表的科学文章。我们通过将这些学生安排到特定学科的写作小组中来提供这种支持，在那里他们定期给出和接收关于他们的文章草稿的书面反馈。了解什么可以构成有效的反馈意见将使我们能够改进当前的教学实践。在本研究中，我们开发了一个编码方案来衡量情感和非情感反馈意见对同伴反馈过程的影响。我们将此方案与问卷一起使用，以评估L1爱沙尼亚博士生和专家写作评估员所感知的研究生同行反馈意见的有效性。在此背景下，研究结果表明，求职信和反馈意见的语气对同行反馈过程有显著的影响。*** Tagasisidekommentaaride tajutud ektitivsus inglise keeles kui teteises keeles teadusartikite kirjutamise kursusel Oleme uesti ulikoolis valjutamise kursusel, milemark on arendada doktorantide kirjalikku valjendususskust ning toetada need teadusartikite kirjutamisel inglise keeles kui teises keeles。Kursus on korraldatasid nii，而uliopiled on jagatud valkestesse erialapohistesse kirjutamisruhmadesse, millimed annavad ja saavesse regular arkli must standitele tagasisid。被承认的销售行为，被认为是一种意识形态的评论，而不是一种有效的，被认为是一种积极的行为。Kaesolevas uurimuses esitatakse kodeerimiskeem, milabil moota parandusovitustega ja parandusovitusteta tagasisidekommentaide moju kaasoppijate vastastikuse tagasisidestamise proteessy。[参考译文][参考译文][parandamissovitusega]。【翻译】parandamisoovituseta kommentaar(不是“vaga hea pealkiri!”)是一个权威机构，它在一个人身上发现了一种特殊的情感。Konealuse kodeerimiskeemiga paralleelselt kasutame kusimustikke, millega urida, kuidas tajuvad doktorantide vastastikuse tagasisidekommentaide effektivisust eesti keelt emakeelena konelevad doktoranand ning eesti, Soome, Rootsi ja Saksamaa ulikoolide kirjutamiseksperdid。图勒姆使用了naitavad, et vaaddud和factoritest mojutavad和vastastikuse tagassidide protsessi kaaskirja olemasolu ja tagasisidekommentaari toon。Uuringu tulemuse voimaldavad teadlastel ja praktikutel, kes opetavad vorreldavas kontekstis sarnasel metodikal pohinevaid kursusi, votta kasutusele tapsemad, uurimistlemustel pohinevad opetamismeetodid。
{"title":"The perceived effectiveness of written peer feedback comments within L2 English academic writing courses","authors":"R. M. A. Yallop, Djuddah Leijen","doi":"10.5128/ERYA14.15","DOIUrl":"https://doi.org/10.5128/ERYA14.15","url":null,"abstract":"At one Estonian university, we have designed a course to support the writing skills of doctorate students who need to write scientific articles for publication in their L2 English. We provide this support by placing these students into small discipline-specific writing groups where they periodically give and receive written feedback on their draft articles. Knowing what may constitute an effective feedback comment will enable us to improve upon current pedagogical practices. In this study, we develop a coding scheme to measure the impact of both affective and non-affective feedback comments on the peer feedback process. We use this scheme in tandem with questionnaires to assess the effectiveness of postgraduate peer feedback comments as perceived by both L1 Estonian doctoral students and expert writing assessors. Within this context, the results suggest that cover letters and the tone of feedback comments have a noticeable impact on the peer feedback process. *** Tagasisidekommentaaride tajutud efektiivsus inglise keeles kui teises keeles teadusartiklite kirjutamise kursusel Oleme uhes Eesti ulikoolis valja tootanud kursuse, mille eesmark on arendada doktorantide kirjalikku valjendusoskust ning toetada neid teadusartiklite kirjutamisel inglise keeles kui teises keeles. Kursus on korraldatud nii, et uliopilased on jagatud vaikestesse erialapohistesse kirjutamisruhmadesse, mille liikmed annavad ja saavad regulaarselt oma artikli mustanditele tagasisidet. Teadmised selle kohta, millised tagasisidekommentaarid on efektiivsed, aitaksid praeguseid opetamismeetodeid parendada. Kaesolevas uurimuses esitatakse kodeerimisskeem, mille abil moota parandussoovitustega ja parandussoovitusteta tagasisidekommentaaride moju kaasoppijate vastastikuse tagasisidestamise protsessis. Parandamissoovitusega kommentaar (nt “sissejuhatus on liiga luhike”) suunab autorit oma teksti muutma. Parandamissoovituseta kommentaar (nt “vaga hea pealkiri!”) ei suuna autorit teksti muutma ja on olemuselt pigem afektiivne. Konealuse kodeerimisskeemiga paralleelselt kasutame kusimustikke, millega uurida, kuidas tajuvad doktorantide vastastikuse tagasisidekommentaaride efektiivsust eesti keelt emakeelena konelevad doktorandid ning Eesti, Soome, Rootsi ja Saksamaa ulikoolide kirjutamiseksperdid. Tulemused naitavad, et vaadeldud faktoritest mojutavad vastastikuse tagasiside protsessi kaaskirja olemasolu ja tagasisidekommentaari toon. Uuringu tulemused voimaldavad teadlastel ja praktikutel, kes opetavad vorreldavas kontekstis sarnasel metoodikal pohinevaid kursusi, votta kasutusele tapsemad, uurimistulemustel pohinevad opetamismeetodid.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"14 1","pages":"247-271"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84882744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article discusses a study exploring teacher concerns related to implementing the Content and Language Integrated Learning (CLIL) approach to subject teaching, using English as the medium of instruction. Responses to a questionnaire study conducted among English and geography teachers reveal a reluctance to apply the approach in their own classrooms. The reason is the widespread belief that the approach benefits the development of language skills rather than subject knowledge advancement, marginalising the latter and thus undermining the overall achievement of curricular goals. Coupled with the English teachers’ admitted lack of subject-specific content knowledge, the subject teachers’ generally low estimate of their English language proficiency renders the prospect of incorporating the approach in the mainstream classrooms quite challenging. The latter is enhanced by the perceived lack of appropriate teaching materials, the temporal concerns related to developing a new course with accompanying materials and insufficient command of the respective methodology. *** Loimitud aine- ja keeleoppe (LAK) rakendamise voimalikkusest aine- ja keeleopetaja vaatenurgast Artikkel kajastab keeleopetajate ja aineopetajate murekohti kaardistanud uurimust, mis vaatles loimitud aine- ja keeleoppe (LAK) kui metoodika voimalikku kasutamist ainetunnis, kus oppekeeleks on inglise keel. Ankeetuuringus osalenud inglise keele ja geograafia opetajad suhtusid voimalikku LAK-oppe rakendamisse oma praktikas kahtlevalt. Pohjuseks on laialt levinud arvamus, et LAK-metoodika teenib pigem keeleoppe kui aineteadmiste edendamist viimast marginaliseerides ning seega oppekava eesmarkide saavutamist takistades. Kui lisada inglise keele opetajate nimetatud piiratud ainetundmine ja aineopetajate hindamine oma inglise keele oskus madalaks, vastavate oppematerjalide vahesus ning vahene ajaressurss, mis oleks vajalik uue kursuse ja selleks vajalike materjalide valjatootamiseks, siis tundub LAK-oppe rakendamine paljudele markimisvaarse katsumusena.
本文讨论了一项研究，探讨了教师在以英语为教学媒介的学科教学中实施内容与语言整合学习(CLIL)方法的相关问题。对英语和地理教师进行的问卷调查显示，他们不愿意在自己的课堂上应用这种方法。原因是人们普遍认为，这种方法有利于语言技能的发展，而不是学科知识的进步，使后者边缘化，从而破坏了课程目标的总体实现。再加上英语教师承认缺乏特定学科的内容知识，学科教师普遍对自己的英语语言能力估计较低，这使得将该方法纳入主流课堂的前景相当具有挑战性。由于缺乏适当的教学材料、开发一门新课程并提供相关材料的暂时问题以及对相应方法的掌握不足，因而加强了后者。*** *限定限定- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Ankeetuuringus的翻译结果:Ankeetuuringus的翻译结果:Ankeetuuringus的翻译结果:Ankeetuuringus的翻译结果:在laialt Pohjuseks levinud arvamus等LAK-metoodika teenib pigem keeleoppe亏aineteadmiste edendamist viimast marginaliseerides ning seega oppekava eesmarkide saavutamist takistades。Kui - lisada inglise keele opetajate nimetatle piiratud ainetajate hindamine oma inglise keele oskus madalaks, vastavate opetajate valskus nimetatus, vastavate opetajate nimetatus, vastavate opetajate nimetatus, vasavate opetajate nimetatus, miseks vajalik uue kursusk selleks vajalik materialiide valjatootamisaks, hisisundub lakoperakendamine paljudele markimisvaarse katsumusena。
{"title":"Implementing Content and Language Integrated Learning (CLIL) in Estonia: Subject and language teacher perspective","authors":"Anna Dvorjaninova, Ene Alas","doi":"10.5128/ERYA14.03","DOIUrl":"https://doi.org/10.5128/ERYA14.03","url":null,"abstract":"The article discusses a study exploring teacher concerns related to implementing the Content and Language Integrated Learning (CLIL) approach to subject teaching, using English as the medium of instruction. Responses to a questionnaire study conducted among English and geography teachers reveal a reluctance to apply the approach in their own classrooms. The reason is the widespread belief that the approach benefits the development of language skills rather than subject knowledge advancement, marginalising the latter and thus undermining the overall achievement of curricular goals. Coupled with the English teachers’ admitted lack of subject-specific content knowledge, the subject teachers’ generally low estimate of their English language proficiency renders the prospect of incorporating the approach in the mainstream classrooms quite challenging. The latter is enhanced by the perceived lack of appropriate teaching materials, the temporal concerns related to developing a new course with accompanying materials and insufficient command of the respective methodology. *** Loimitud aine- ja keeleoppe (LAK) rakendamise voimalikkusest aine- ja keeleopetaja vaatenurgast Artikkel kajastab keeleopetajate ja aineopetajate murekohti kaardistanud uurimust, mis vaatles loimitud aine- ja keeleoppe (LAK) kui metoodika voimalikku kasutamist ainetunnis, kus oppekeeleks on inglise keel. Ankeetuuringus osalenud inglise keele ja geograafia opetajad suhtusid voimalikku LAK-oppe rakendamisse oma praktikas kahtlevalt. Pohjuseks on laialt levinud arvamus, et LAK-metoodika teenib pigem keeleoppe kui aineteadmiste edendamist viimast marginaliseerides ning seega oppekava eesmarkide saavutamist takistades. Kui lisada inglise keele opetajate nimetatud piiratud ainetundmine ja aineopetajate hindamine oma inglise keele oskus madalaks, vastavate oppematerjalide vahesus ning vahene ajaressurss, mis oleks vajalik uue kursuse ja selleks vajalike materjalide valjatootamiseks, siis tundub LAK-oppe rakendamine paljudele markimisvaarse katsumusena.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"40 1","pages":"41-57"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80530922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article reports on a case study that investigates challenges related to writing a graduation thesis as reported by non-native students of English in one Bachelor of Arts (BA) and one Master’s (MA) programme in Estonia, comparing the needs outlined by the students to the perception of those described by their non-native supervisors. The study highlights a number of important academic writing process challenges that need to be considered in an inter-disciplinary context. It also echoes the significance of the interpersonal relationship between the student and the supervisor, voiced in respective research literature worldwide. On the institutional level, a need for discussion emerged among graduation paper supervisors for a more unified understanding of the requirements set for graduation papers. The information obtained allows a more informed approach to the process of supervision on the one hand and academic writing instruction on the other hand. **** Juhendaja ja uliopilase ootused ingliskeelse loputoo kirjutamise protsessis: juhtumiuuring Artikkel kajastab uurimust, mis vordles inglise keeles loputood kirjutavate uliopilaste ja neid voorkeeles juhendavate oppejoudude poolt valjatoodud probleeme uhes bakalaureuse ja uhes magistriprogrammis Eesti kontekstis, keskendudes uliopilaste valjendatud vajadustele ja vorreldes neid juhendajapoolse nagemusega uliopilaste akadeemilist kirjutamist puudutavatest vajadustest. Uuringust osa votnud uliopilaste ootused juhendamisele soltusid moningal maaral sellest, millisele tasemele oma akadeemilises karjaaris uliopilane jounud oli. Ilmnenud vajadused jagunesid mitmesse gruppi: otseselt teksti loomisega seotud probleemid, mida akadeemilise kirjutamise opetamise raames on oluline vaadelda interdistsiplinaarsest aspektist; isikuomaduste ja isiksuste vahelise suhtlemisega seotud probleemid; ning institutsionaalne tasand, st asutusesisene hoiak loputoodele esitatavate nouete suhtes.
本文报告了一个案例研究，调查了爱沙尼亚一个文学学士(BA)和一个硕士(MA)项目的非母语英语学生在写毕业论文时遇到的挑战，将学生概述的需求与他们的非母语导师所描述的需求进行比较。该研究强调了在跨学科背景下需要考虑的一些重要的学术写作过程挑战。这也反映了学生和导师之间人际关系的重要性，这在世界各地的研究文献中都有所体现。在机构层面上，毕业论文导师之间需要进行讨论，以便对毕业论文的要求有更统一的理解。所获得的信息一方面可以让我们对监督过程有更充分的了解，另一方面也可以让我们对学术写作指导有更充分的了解。* * * * Juhendaja ja uliopilase ootused ingliskeelse loputoo kirjutamise protsessis: juhtumiuuring Artikkel kajastab uurimust, mis vordles inglise龙骨loputood kirjutavate uliopilaste ja neid voorkeeles juhendavate oppejoudude poolt valjatoodud probleeme呃bakalaureuse ja呃magistriprogrammis Eesti kontekstis, keskendudes uliopilaste valjendatud vajadustele ja vorreldes neid juhendajapoolse nagemusega uliopilaste akadeemilist kirjutamist puudutavatest vajadustest。Uuringust阻塞性睡眠呼吸暂停综合症votnud uliopilaste ootused juhendamisele soltusid moningal maaral选取,millisele tasemele oma akadeemilises karjaaris uliopilane jounud奥利。摘要:本文采用了一种基于模糊模糊的模糊模糊算法:基于模糊模糊的模糊模糊算法;基于模糊模糊的模糊模糊算法;基于模糊模糊的模糊模糊算法;国民党是一个有争议的国家，是一个有争议的问题。从制度上讲，我们认为社会主义社会是社会主义社会的重要组成部分，是社会主义社会的重要组成部分。
{"title":"Non-native student and supervisor expectations during the process of completing a graduation thesis: A case study","authors":"Ene Alas, S. Liiv","doi":"10.5128/ERYA14.01","DOIUrl":"https://doi.org/10.5128/ERYA14.01","url":null,"abstract":"The article reports on a case study that investigates challenges related to writing a graduation thesis as reported by non-native students of English in one Bachelor of Arts (BA) and one Master’s (MA) programme in Estonia, comparing the needs outlined by the students to the perception of those described by their non-native supervisors. The study highlights a number of important academic writing process challenges that need to be considered in an inter-disciplinary context. It also echoes the significance of the interpersonal relationship between the student and the supervisor, voiced in respective research literature worldwide. On the institutional level, a need for discussion emerged among graduation paper supervisors for a more unified understanding of the requirements set for graduation papers. The information obtained allows a more informed approach to the process of supervision on the one hand and academic writing instruction on the other hand. **** Juhendaja ja uliopilase ootused ingliskeelse loputoo kirjutamise protsessis: juhtumiuuring Artikkel kajastab uurimust, mis vordles inglise keeles loputood kirjutavate uliopilaste ja neid voorkeeles juhendavate oppejoudude poolt valjatoodud probleeme uhes bakalaureuse ja uhes magistriprogrammis Eesti kontekstis, keskendudes uliopilaste valjendatud vajadustele ja vorreldes neid juhendajapoolse nagemusega uliopilaste akadeemilist kirjutamist puudutavatest vajadustest. Uuringust osa votnud uliopilaste ootused juhendamisele soltusid moningal maaral sellest, millisele tasemele oma akadeemilises karjaaris uliopilane jounud oli. Ilmnenud vajadused jagunesid mitmesse gruppi: otseselt teksti loomisega seotud probleemid, mida akadeemilise kirjutamise opetamise raames on oluline vaadelda interdistsiplinaarsest aspektist; isikuomaduste ja isiksuste vahelise suhtlemisega seotud probleemid; ning institutsionaalne tasand, st asutusesisene hoiak loputoodele esitatavate nouete suhtes.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"110 1 1","pages":"5-21"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83140967","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}
Kunagine Euroopa ulikoolide lingua franca ehk ladina keel on nuudseks minetanud oma tahtsuse oppetoo keelena. Vanemates ulikoolides naeb tavaliselt siin-seal kunagise olulisima teaduskeele mojutusi – hooned, ruumid, monumendid ja muud objektid on sailitanud oma ajaloolised ladinakeelsed nimed. Ent ladinakeelseid nimesid, pealkirju ja motosid ei polga ara ka uuemad korgkoolid. Pohjusi selle keele eelistamiseks on ilmselt mitmeid. Ladinakeelsed nimed kolavad kaunilt ja soliidselt ning on rahvusvaheliselt arusaadavad. Ladina keel annab nimedele objektiivsuse mootme, sest eelistatud ei ole uhtegi tanapaeval koneldavat keelt. Artikkel heidab ladina keele tanapaevase kasutamise taustal valgust teemale, millistes valdkondades ja mis asjaoludel on Eesti taasiseseisvumise ajal kasutusele voetud ladinakeelseid nimesid. Rohuasetus on Tartu Ulikooli ja Tallinna Ulikooli oppehoonete nimedel. Tartu Ulikoolil on ette naidata pikk ajalugu, mille kestel on ladina keelt kasutatud. Enamik praegu kasutusel olevatest ladinakeelsetest nimedest on siiski parit kas 20. voi 21. sajandist. Tartu Ulikooli oppehooned saavad endale nimed konkursside tulemusel, kus pakutakse alati valja ka ladinakeelseid nimesid, kuid mitte alati ei osutu need voitjaiks. Tallinna Ulikooli suhe ladina keelega on TU-ga vorreldes norgem. Ent oppehoonete ja ruumide nimetamisel on sealgi selle keele poole poordutud. Nimede andmise pohimotted TLU-s erinevad selgelt TU omadest. *** Latin names in re-independent Estonia: Example of the names of buildings at the University of Tartu and the Tallinn University Although the knowledge and use of Latin have diminished during the last centuries in Estonia as well as elsewhere in the world, Latin names are still popular. In Estonia several enterprises, choirs, book series and periodicals have got a Latin name during the period since the country regained its independence or shortly before that. The present article deals mainly with the Latin names of buildings at the University of Tartu and Tallinn University. Most of these names originate from the 21st century and at both universities there are 6 buildings with Latin names. At the University of Tartu the example for Latin name forms of buildings are drawn from the 19th-century Theatrum anatomicum . Therefore these names are derived from neuter adjectives with the ending - um . The Latin names of the buildings at the University of Tartu accordingly are: Iuridicum , Biomeedikum ( Biomedicum ), Oeconomicum , Chemicum , Philosophicum and Physicum . The names are densely connected with the function of the buildings and the disciplines practised inside them. Latin names which did not reflect the buildings’ function very clearly, have been rejected. There have been several discussions at the University of Tartu in order to find a proper name for a new building of the university. At Tallinn University the Latin names of buildings are the following: Astra , Mare , Nova , Silva , Terra and Ursa . The in
{"title":"Ladinakeelsed nimed taasiseseisvunud Eestis: Tartu Ülikooli ja Tallinna Ülikooli õppehoonete näide","authors":"Kaarina Rein","doi":"10.5128/ERYA14.09","DOIUrl":"https://doi.org/10.5128/ERYA14.09","url":null,"abstract":"Kunagine Euroopa ulikoolide lingua franca ehk ladina keel on nuudseks minetanud oma tahtsuse oppetoo keelena. Vanemates ulikoolides naeb tavaliselt siin-seal kunagise olulisima teaduskeele mojutusi – hooned, ruumid, monumendid ja muud objektid on sailitanud oma ajaloolised ladinakeelsed nimed. Ent ladinakeelseid nimesid, pealkirju ja motosid ei polga ara ka uuemad korgkoolid. Pohjusi selle keele eelistamiseks on ilmselt mitmeid. Ladinakeelsed nimed kolavad kaunilt ja soliidselt ning on rahvusvaheliselt arusaadavad. Ladina keel annab nimedele objektiivsuse mootme, sest eelistatud ei ole uhtegi tanapaeval koneldavat keelt. Artikkel heidab ladina keele tanapaevase kasutamise taustal valgust teemale, millistes valdkondades ja mis asjaoludel on Eesti taasiseseisvumise ajal kasutusele voetud ladinakeelseid nimesid. Rohuasetus on Tartu Ulikooli ja Tallinna Ulikooli oppehoonete nimedel. Tartu Ulikoolil on ette naidata pikk ajalugu, mille kestel on ladina keelt kasutatud. Enamik praegu kasutusel olevatest ladinakeelsetest nimedest on siiski parit kas 20. voi 21. sajandist. Tartu Ulikooli oppehooned saavad endale nimed konkursside tulemusel, kus pakutakse alati valja ka ladinakeelseid nimesid, kuid mitte alati ei osutu need voitjaiks. Tallinna Ulikooli suhe ladina keelega on TU-ga vorreldes norgem. Ent oppehoonete ja ruumide nimetamisel on sealgi selle keele poole poordutud. Nimede andmise pohimotted TLU-s erinevad selgelt TU omadest. *** Latin names in re-independent Estonia: Example of the names of buildings at the University of Tartu and the Tallinn University Although the knowledge and use of Latin have diminished during the last centuries in Estonia as well as elsewhere in the world, Latin names are still popular. In Estonia several enterprises, choirs, book series and periodicals have got a Latin name during the period since the country regained its independence or shortly before that. The present article deals mainly with the Latin names of buildings at the University of Tartu and Tallinn University. Most of these names originate from the 21st century and at both universities there are 6 buildings with Latin names. At the University of Tartu the example for Latin name forms of buildings are drawn from the 19th-century Theatrum anatomicum . Therefore these names are derived from neuter adjectives with the ending - um . The Latin names of the buildings at the University of Tartu accordingly are: Iuridicum , Biomeedikum ( Biomedicum ), Oeconomicum , Chemicum , Philosophicum and Physicum . The names are densely connected with the function of the buildings and the disciplines practised inside them. Latin names which did not reflect the buildings’ function very clearly, have been rejected. There have been several discussions at the University of Tartu in order to find a proper name for a new building of the university. At Tallinn University the Latin names of buildings are the following: Astra , Mare , Nova , Silva , Terra and Ursa . The in","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"41 1","pages":"155-169"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89888806","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}
Artikli eesmark on anda ulevaade sellest, mis raskendab avalikult kattesaadava eesti lastekeele korpuse automaatset morfoloogilist margendamist ning anda soovitusi, kuidas tulevaste korpuste margendamist ja standardiseerimist analuusi tarbeks paremaks muuta. Analuusisime korpust kirjakeelele moeldud morfoloogiaanalusaatori abil. Automaatse analuusi jarel vaatasime, kui suur osa sonadest sai analuusi voi jai analusaatorile tundmatuks nii alamkorpuste kui lapse- ja hoidjakeele loikes. Selgus, et analuusi saanud sonade osakaal igas alamkorpuses varieerus hoidjakeeles 94–98% ja lastekeeles 57–96% vahel. Suurt rolli mangib lindistuste uleskirjutamisviis: hoidjakeelt kirjutatakse ules kirjakeelele sarnaselt, kuid lastekeeles lahtutakse kuuldeortograafiast. Koik alamkorpused kull jargivad CHILDES-i transkriptsioonisusteemi ettekirjutusi, ent iga alamkorpus on koostatud erinevaid eesmarke silmas pidades ja on erineva transkribeerimisstiiliga, millest jarjepidevalt kinni ei peeta. Margenduse tulemust hindasime kasitsi labivaatamise teel. Artiklis toome valja, millised olid nii tundmatuks jaanud kui vale analuusi saanud sonade sagedasemad probleemid ja pakume voimalikke lahendusi. "Issues in morphological annotation of the Estonian child language corpus" This article presents the results of an initial attempt to automatically annotate the currently existing, publicly available Estonian child language corpus morphologically. CLAN software is not suitable for morphological analysis of Estonian, but Estonian language technology resources are available for written language and can be adapted to spoken language and specific genres. The automatic parser provided annotation for 92–98% of words in the child-directed speech and 57–96% of the child speech, with the results for child speech varying across corpora. A manual analysis was also conducted of words which were automatically annotated in a random selection of transcriptions from each corpus. Across corpora, 63–96% of annotated words were correctly annotated. Reasons for the variation are discussed, and obstacles to automatic annotation are identified at various levels. First, the corpora have been collected and transcribed with various goals and according to differing principles, hence the style and detail of transcription vary greatly across the corpora. Second, even within a single corpus, discrepancies appear in coding which need to be uniformly resolved in order to ensure accurate morphological annotation. Finally, for flagging non-standard or idiosyncratic forms, the implementation of metacodes available for use in the child language corpora would greatly assist the task of automatic morphological parsing. For each corpus, a user dictionary adapted to the particular genre and the particular corpus would need to be developed, including proper names and idiosyncratic words. The marking of errors is a crucial area which needs to be standardised in order to enable automatic annotation. Additionally, five gr
{"title":"Eesti lastekeele korpuse morfoloogilise märgendamise kitsaskohtadest","authors":"Kristiina Vaik, Virve Vihman","doi":"10.5128/ERYA13.13","DOIUrl":"https://doi.org/10.5128/ERYA13.13","url":null,"abstract":"Artikli eesmark on anda ulevaade sellest, mis raskendab avalikult kattesaadava eesti lastekeele korpuse automaatset morfoloogilist margendamist ning anda soovitusi, kuidas tulevaste korpuste margendamist ja standardiseerimist analuusi tarbeks paremaks muuta. Analuusisime korpust kirjakeelele moeldud morfoloogiaanalusaatori abil. Automaatse analuusi jarel vaatasime, kui suur osa sonadest sai analuusi voi jai analusaatorile tundmatuks nii alamkorpuste kui lapse- ja hoidjakeele loikes. Selgus, et analuusi saanud sonade osakaal igas alamkorpuses varieerus hoidjakeeles 94–98% ja lastekeeles 57–96% vahel. Suurt rolli mangib lindistuste uleskirjutamisviis: hoidjakeelt kirjutatakse ules kirjakeelele sarnaselt, kuid lastekeeles lahtutakse kuuldeortograafiast. Koik alamkorpused kull jargivad CHILDES-i transkriptsioonisusteemi ettekirjutusi, ent iga alamkorpus on koostatud erinevaid eesmarke silmas pidades ja on erineva transkribeerimisstiiliga, millest jarjepidevalt kinni ei peeta. Margenduse tulemust hindasime kasitsi labivaatamise teel. Artiklis toome valja, millised olid nii tundmatuks jaanud kui vale analuusi saanud sonade sagedasemad probleemid ja pakume voimalikke lahendusi. \"Issues in morphological annotation of the Estonian child language corpus\" This article presents the results of an initial attempt to automatically annotate the currently existing, publicly available Estonian child language corpus morphologically. CLAN software is not suitable for morphological analysis of Estonian, but Estonian language technology resources are available for written language and can be adapted to spoken language and specific genres. The automatic parser provided annotation for 92–98% of words in the child-directed speech and 57–96% of the child speech, with the results for child speech varying across corpora. A manual analysis was also conducted of words which were automatically annotated in a random selection of transcriptions from each corpus. Across corpora, 63–96% of annotated words were correctly annotated. Reasons for the variation are discussed, and obstacles to automatic annotation are identified at various levels. First, the corpora have been collected and transcribed with various goals and according to differing principles, hence the style and detail of transcription vary greatly across the corpora. Second, even within a single corpus, discrepancies appear in coding which need to be uniformly resolved in order to ensure accurate morphological annotation. Finally, for flagging non-standard or idiosyncratic forms, the implementation of metacodes available for use in the child language corpora would greatly assist the task of automatic morphological parsing. For each corpus, a user dictionary adapted to the particular genre and the particular corpus would need to be developed, including proper names and idiosyncratic words. The marking of errors is a crucial area which needs to be standardised in order to enable automatic annotation. Additionally, five gr","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"9 1","pages":"205-221"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82079161","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：