The article investigates the selection and sequencing of the idioms encountered in two locally-produced and international coursebook series currently employed in Estonian basic schools. It is hypothesized that there exists a positive correlation between idioms’ difficulty and coursebooks’ language proficiency level. The hypothesis is tested through a statistical analysis of the idioms found which are categorized in terms of their analysability into three categories where category 1 includes analysable semi-literal idioms, category 2 comprises analysable semi-transparent idioms, and category 3 encompasses non-analysable opaque idioms, and then analysed through an online language corpus (British National Corpus). The results of the study reveal that the coursebook authors under discussion have disregarded idioms’ frequency as a criterion for selection or sequencing, whereas the factor utilized to some extent is the degree of analysability. "Idioomide esitamisjarjestuse ja valikukriteeriumide vordlev analuus Eesti pohikoolides kasutatavates inglise keele oppekomplektides" Artikkel analuusib vordlevalt idioomide valikut ja esitamisjarjestust Eesti pohikoolides kasutatavates inglise keele oppekomplektides “I Love English” ja “Upstream”. Uurimuse kaigus pustitatakse hupotees, et idioomide keerukusastme tousu ja oppekomplektide keeleoskustaseme vahel eksisteerib statistiliselt oluline seos. Lahtudes eelnevatest idioomide tupoloogiatest (Grant, Bauer 2004, Nunberg jt 1994) jaotatakse idioomid antud uurimuses kolme kategooriasse oma keerukusastme poolest: labipaistvad otsetahenduses keelenditega idioomid, labipaistvad otsetahenduses keelenditeta idioomid ja labipaistmatud idioomid. Idioomide osakaalu muutumist opikuseeriates uuritakse korrelatsioonikoefitsiendi abil BNC segakorpuse pohjal. Opikutes kasutatud idioomide esinemissagedust vaadeldakse eraldi. Uurimusest selgub, et labipaistvad otsetahenduses keelenditega idioomid ja labipaistvad otsetahenduses keelenditeta idioomid korreleeruvad tugevasti opikute keeleoskustasemega, kuigi labipaistmatute idioomide korrelatsioon on minimaalne. Voib taheldada, et ehkki molema opikuseeria autorid on arvestanud idioomide keerukusastet ja esitamisjarjestust opikute koostamisel, on idioomide valik neis puudulik. Samuti pole antud opikutes kasutatud idioomide esinemissagedust kones ja kirjas nende valiku- ega esitamisjarjestuse kriteeriumina.
文章调查的选择和顺序遇到的习语在两个本地生产和国际教材系列目前在爱沙尼亚基础学校雇用。我们假设习语难度与教材语言水平之间存在正相关关系。通过对所发现的习语进行统计分析来检验这一假设，这些习语根据其可分析性分为三类，其中第一类包括可分析的半字面成语，第二类包括可分析的半透明成语，第三类包括不可分析的不透明成语，然后通过在线语言语料库(英国国家语料库)进行分析。研究结果表明，所讨论的教材作者忽略了习语的频率作为选择或排序的标准，而在一定程度上使用的因素是可分析程度。“我爱英语”和“上游”是《我爱英语》和《上游》。研究结果表明:1 .在不同的统计方法中，不同的统计方法具有不同的统计学意义。Lahtudes (Grant, Bauer 2004, Nunberg jt 1994): Lahtudes (Lahtudes, Bauer 2004, Nunberg jt 1994): lahtatakse idiomid和uurimuses kolme kategooriasse oma keerukusastme poolest: labipaistvad otsetaenduses keelenditega idiomid, labipaistvad otsetaenduses keelenditeta idiomid和labipaistmatud idiomid。研究结果表明:协同效应与协同效应、协同效应、协同效应、协同效应、协同效应、协同效应之间存在相关性。紫杉醇(Opikutes kasutatud dioliomide)是一种可降解的植物。在最小值上，最小值与最小值之间的相关关系:最小值与最小值之间的相关关系;最小值与最小值之间的相关关系。研究结果表明:1 .我国烟草工业发展的现状，我国烟草工业发展的现状，我国烟草工业发展的现状，我国烟草工业的现状。三叶草和菊苣属植物是一种稀有的植物，它们被认为是一种稀有的植物。
{"title":"Comparative analysis of idiom selection and sequencing 5 in Estonian basic school EFL coursebooks","authors":"R. Forssten, Liljana Skopinskaja, S. Liiv","doi":"10.5128/ERYA13.01","DOIUrl":"https://doi.org/10.5128/ERYA13.01","url":null,"abstract":"The article investigates the selection and sequencing of the idioms encountered in two locally-produced and international coursebook series currently employed in Estonian basic schools. It is hypothesized that there exists a positive correlation between idioms’ difficulty and coursebooks’ language proficiency level. The hypothesis is tested through a statistical analysis of the idioms found which are categorized in terms of their analysability into three categories where category 1 includes analysable semi-literal idioms, category 2 comprises analysable semi-transparent idioms, and category 3 encompasses non-analysable opaque idioms, and then analysed through an online language corpus (British National Corpus). The results of the study reveal that the coursebook authors under discussion have disregarded idioms’ frequency as a criterion for selection or sequencing, whereas the factor utilized to some extent is the degree of analysability. \"Idioomide esitamisjarjestuse ja valikukriteeriumide vordlev analuus Eesti pohikoolides kasutatavates inglise keele oppekomplektides\" Artikkel analuusib vordlevalt idioomide valikut ja esitamisjarjestust Eesti pohikoolides kasutatavates inglise keele oppekomplektides “I Love English” ja “Upstream”. Uurimuse kaigus pustitatakse hupotees, et idioomide keerukusastme tousu ja oppekomplektide keeleoskustaseme vahel eksisteerib statistiliselt oluline seos. Lahtudes eelnevatest idioomide tupoloogiatest (Grant, Bauer 2004, Nunberg jt 1994) jaotatakse idioomid antud uurimuses kolme kategooriasse oma keerukusastme poolest: labipaistvad otsetahenduses keelenditega idioomid, labipaistvad otsetahenduses keelenditeta idioomid ja labipaistmatud idioomid. Idioomide osakaalu muutumist opikuseeriates uuritakse korrelatsioonikoefitsiendi abil BNC segakorpuse pohjal. Opikutes kasutatud idioomide esinemissagedust vaadeldakse eraldi. Uurimusest selgub, et labipaistvad otsetahenduses keelenditega idioomid ja labipaistvad otsetahenduses keelenditeta idioomid korreleeruvad tugevasti opikute keeleoskustasemega, kuigi labipaistmatute idioomide korrelatsioon on minimaalne. Voib taheldada, et ehkki molema opikuseeria autorid on arvestanud idioomide keerukusastet ja esitamisjarjestust opikute koostamisel, on idioomide valik neis puudulik. Samuti pole antud opikutes kasutatud idioomide esinemissagedust kones ja kirjas nende valiku- ega esitamisjarjestuse kriteeriumina.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"7 1","pages":"5-18"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84954858","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 naitan eesti keele konverbikonstruktsiooni pohjal, kas ja kuidas on keelekorraldus keelereeglite kaudu tegelikku keelekasutust mojutanud. Et keelekorralduses oli elavam diskussioon konverbikonstruktsiooni ule 1910.–1920. aastatel, mil koostati ka reeglid, mis jaid valitsema 1960.–1970. aastateni, siis on uurimuse aluseks korpusmaterjal 1900.–1970. aastatest. Selgub, et kunstlik keeleuuendus voetakse tarvitusse, kui seda toetab teise keeles juba olemasoleva konstruktsiooni analoogia. Nii on keelde joudnud eksplitsiitse tegevussubjektiga des -tarind ja minevikuline des -tarind, mille kasutussagedus on siiski madal vorreldes tuupilise implitsiitse ja olevikulise konverbikonstruktsiooniga. Marginaalsem on aga keelekorralduse moju juhul, kui kone all on keeles olemasoleva tarindi peensusteni minevate funktsioonide eristamine. "The impact of language planning on usage on the example of the Estonian -des form from the beginning of the 20th century to the 1970s" In the article, I show on the basis of the - des converb construction to what extent and how actual language usage has been influenced by language planning and introduced rules. As the converb construction was the subject of lively discussion among Estonian language planners in the 1910s and 1920s, when rules were established that would remain prominent until the 1960s–1970s, the study is based on corpus material from the 1900s–1970s.
{"title":"Keelekorralduse mõju keelekasutusele eesti keele des-vormi kasutuse põhjal 20. sajandi algusest 1970. aastateni","authors":"H. Plado","doi":"10.5128/ERYA13.09","DOIUrl":"https://doi.org/10.5128/ERYA13.09","url":null,"abstract":"Artiklis naitan eesti keele konverbikonstruktsiooni pohjal, kas ja kuidas on keelekorraldus keelereeglite kaudu tegelikku keelekasutust mojutanud. Et keelekorralduses oli elavam diskussioon konverbikonstruktsiooni ule 1910.–1920. aastatel, mil koostati ka reeglid, mis jaid valitsema 1960.–1970. aastateni, siis on uurimuse aluseks korpusmaterjal 1900.–1970. aastatest. Selgub, et kunstlik keeleuuendus voetakse tarvitusse, kui seda toetab teise keeles juba olemasoleva konstruktsiooni analoogia. Nii on keelde joudnud eksplitsiitse tegevussubjektiga des -tarind ja minevikuline des -tarind, mille kasutussagedus on siiski madal vorreldes tuupilise implitsiitse ja olevikulise konverbikonstruktsiooniga. Marginaalsem on aga keelekorralduse moju juhul, kui kone all on keeles olemasoleva tarindi peensusteni minevate funktsioonide eristamine. \"The impact of language planning on usage on the example of the Estonian -des form from the beginning of the 20th century to the 1970s\" In the article, I show on the basis of the - des converb construction to what extent and how actual language usage has been influenced by language planning and introduced rules. As the converb construction was the subject of lively discussion among Estonian language planners in the 1910s and 1920s, when rules were established that would remain prominent until the 1960s–1970s, the study is based on corpus material from the 1900s–1970s.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"2 1","pages":"141-156"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80408770","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 keskendutakse tooriista Good Dictionary Example ehk GDEX (Kilgarriff jt 2008) eesti mooduli versiooni 1.4 loomisele. GDEX on tooriist, mis aitab sonastiku naitelauseks sobivaid korpuslauseid automaatselt tuvastada. GDEX-i moodul on seni loodud inglise, sloveeni, hollandi, portugali, hispaania, jaapani ja eesti keele jaoks. Siinses artiklis seletatakse esmalt lahti tooriista uldised toopohimotted. Seejarel keskendutakse naitelauseid tuvastavate parameetrite statistilisele analuusile ja parameetrite vaartuste maaramisele. Parameetrite vaartuste hindamisele ning eri moodulite vordlusele toetudes pakutakse valja eesti mooduli uus versioon 1.4. "Automatic detection of good dictionary examples in Estonian learner’s dictionaries" This paper explains, firstly, how a tool called Good Dictionary Example (GDEX) (Kilgarriff et. al 2008) scores corpus sentences and helps the lexicographer automatically select the best examples for dictionaries. Secondly, the training datasets containing example sentences from the Estonian Collocations Dictionary (ECD) are introduced. Thirdly, the paper focuses on different parameters of good dictionary examples. Most of the paper is based on an analysis of the training datasets and an evaluation of the previous GDEX configurations. For evaluating the configurations, the graphical user interface GDEX Editor was used. Based on the results of statistical analysis and on the evaluation of different configurations, a new configuration 1.4 is introduced. There are 16 new parameters implemented in GDEX 1.4. The main parameters of GDEX 1.4 are as follows: the desired sentence is a full sentence; sentence length is 4–20 tokens; the sentence contains a verb; it does not contain low frequency words or words from the blacklist; the optimal length is 6–12 tokens; sentences containing more than 1 adverb, pronoun, proper name, numeral, conjunction, comma, more than 2 verbs and sentences containing certain pronouns are penalized. The output of GDEX 1.4 can be applied to the ECD project and to create a web interface SkELL for learners of Estonian.
{"title":"Heade näitelausete automaattuvastamine eesti keele õppesõnastike jaoks","authors":"Kristina Koppel","doi":"10.5128/ERYA13.04","DOIUrl":"https://doi.org/10.5128/ERYA13.04","url":null,"abstract":"Artiklis keskendutakse tooriista Good Dictionary Example ehk GDEX (Kilgarriff jt 2008) eesti mooduli versiooni 1.4 loomisele. GDEX on tooriist, mis aitab sonastiku naitelauseks sobivaid korpuslauseid automaatselt tuvastada. GDEX-i moodul on seni loodud inglise, sloveeni, hollandi, portugali, hispaania, jaapani ja eesti keele jaoks. Siinses artiklis seletatakse esmalt lahti tooriista uldised toopohimotted. Seejarel keskendutakse naitelauseid tuvastavate parameetrite statistilisele analuusile ja parameetrite vaartuste maaramisele. Parameetrite vaartuste hindamisele ning eri moodulite vordlusele toetudes pakutakse valja eesti mooduli uus versioon 1.4. \"Automatic detection of good dictionary examples in Estonian learner’s dictionaries\" This paper explains, firstly, how a tool called Good Dictionary Example (GDEX) (Kilgarriff et. al 2008) scores corpus sentences and helps the lexicographer automatically select the best examples for dictionaries. Secondly, the training datasets containing example sentences from the Estonian Collocations Dictionary (ECD) are introduced. Thirdly, the paper focuses on different parameters of good dictionary examples. Most of the paper is based on an analysis of the training datasets and an evaluation of the previous GDEX configurations. For evaluating the configurations, the graphical user interface GDEX Editor was used. Based on the results of statistical analysis and on the evaluation of different configurations, a new configuration 1.4 is introduced. There are 16 new parameters implemented in GDEX 1.4. The main parameters of GDEX 1.4 are as follows: the desired sentence is a full sentence; sentence length is 4–20 tokens; the sentence contains a verb; it does not contain low frequency words or words from the blacklist; the optimal length is 6–12 tokens; sentences containing more than 1 adverb, pronoun, proper name, numeral, conjunction, comma, more than 2 verbs and sentences containing certain pronouns are penalized. The output of GDEX 1.4 can be applied to the ECD project and to create a web interface SkELL for learners of Estonian.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"18 1","pages":"53-71"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88500198","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}
Teksti moistmine on protsess, mis eeldab madalama ja korgema tasandi oskuste rakendamist. Selles artiklis analuusitakse 2013.–2015. aastal tehtud 6. klassi eesti keele riiklike tasemetoode ulesandeid, et selgitada valja, millistel tekstimoistmistasanditel hinnatakse opilaste oskusi. Analuusist selgub, et ulesannetes keskenduti peamiselt opilaste faktiteadmiste kontrollimisele. Seejuures olid 2014. ja 2015. aasta tasemetood koostatud nii, et ule poole koikidest ulesannetest (2014. a 76%; 2015. a 57%) mootsid opilaste sonasonalist tekstimoistmist. 2013. aasta tasemetoos oli nende ulesannete osakaal 43%. Kolme aasta tasemetoode vordluses eristus ainult uks ulesanne (2013. aastal), milles opilane pidi rakendama teksti hindamisel taustteadmisi. Uurimusest ilmneb, et tasemetoode tekstimoistmisulesanded ei ole piisavalt mitmekesised, et hinnata opilaste eri tasandite oskusi. Kui tasemetood koosnevad valdavalt faktiteadmisi kontrollivatest ulesannetest, mis nouavad opilaselt lihtsate jarelduste tegemist, siis keskenduvad ka opetajad lugemistundides eelkoige madalama tasandi oskuste arendamisele ja opilaste korgeima tasandi oskuste kujundamine jaab tagaplaanile. Kuna korgemal tasandil tekstimoistmine on uks peamisi oskusi edukaks toimetulekuks akadeemilises ja igapaevaelus, tuleks oppeprotsessis sellele rohkem tahelepanu poorata. "Analysis of the comprehension tasks of national standardised tests of Estonian language" Text comprehension is a complex process where low- and high-level skills are likely to interact. In this article the comprehension tasks of national standardised tests of Estonian language for Grade 6 in 2013–2015 are analysed to detect levels of text comprehension in standardised tests. We found that the comprehension tasks in standardised tests are mostly focused on factual knowledge. Furthermore, 76% of questions in the national standardised test in 2014 and 57.1% in 2015 consisted of tasks which measured children’s ability to recall the details from the read or heard text. In 2013, such tasks comprised 42.9% of the national standardised test. We found only one task (in 2013) which demanded the highest skills – implementing pre-knowledge into the evaluation process. Thus, the tasks used in standardised test are not wide-ranging enough to determine students’ skills at different levels of text comprehension. As long as national standardised tests consist mostly of tasks that require readers’ memory, teachers also concentrate mainly on supporting students’ lower-level text comprehension skills. Therefore, there may not be enough attention devoted to developing the students’ high-level skills. As text comprehension at higher level is one of the most important competences students must acquire for successful academic and lifelong growth, teachers should concentrate more on supporting these skills.
{"title":"Eesti keele riiklike tasemetööde tekstimõistmisülesannete analüüs","authors":"Triinu Kärbla, Krista Uibu, Mairi Männamaa","doi":"10.5128/ERYA13.05","DOIUrl":"https://doi.org/10.5128/ERYA13.05","url":null,"abstract":"Teksti moistmine on protsess, mis eeldab madalama ja korgema tasandi oskuste rakendamist. Selles artiklis analuusitakse 2013.–2015. aastal tehtud 6. klassi eesti keele riiklike tasemetoode ulesandeid, et selgitada valja, millistel tekstimoistmistasanditel hinnatakse opilaste oskusi. Analuusist selgub, et ulesannetes keskenduti peamiselt opilaste faktiteadmiste kontrollimisele. Seejuures olid 2014. ja 2015. aasta tasemetood koostatud nii, et ule poole koikidest ulesannetest (2014. a 76%; 2015. a 57%) mootsid opilaste sonasonalist tekstimoistmist. 2013. aasta tasemetoos oli nende ulesannete osakaal 43%. Kolme aasta tasemetoode vordluses eristus ainult uks ulesanne (2013. aastal), milles opilane pidi rakendama teksti hindamisel taustteadmisi. Uurimusest ilmneb, et tasemetoode tekstimoistmisulesanded ei ole piisavalt mitmekesised, et hinnata opilaste eri tasandite oskusi. Kui tasemetood koosnevad valdavalt faktiteadmisi kontrollivatest ulesannetest, mis nouavad opilaselt lihtsate jarelduste tegemist, siis keskenduvad ka opetajad lugemistundides eelkoige madalama tasandi oskuste arendamisele ja opilaste korgeima tasandi oskuste kujundamine jaab tagaplaanile. Kuna korgemal tasandil tekstimoistmine on uks peamisi oskusi edukaks toimetulekuks akadeemilises ja igapaevaelus, tuleks oppeprotsessis sellele rohkem tahelepanu poorata. \"Analysis of the comprehension tasks of national standardised tests of Estonian language\" Text comprehension is a complex process where low- and high-level skills are likely to interact. In this article the comprehension tasks of national standardised tests of Estonian language for Grade 6 in 2013–2015 are analysed to detect levels of text comprehension in standardised tests. We found that the comprehension tasks in standardised tests are mostly focused on factual knowledge. Furthermore, 76% of questions in the national standardised test in 2014 and 57.1% in 2015 consisted of tasks which measured children’s ability to recall the details from the read or heard text. In 2013, such tasks comprised 42.9% of the national standardised test. We found only one task (in 2013) which demanded the highest skills – implementing pre-knowledge into the evaluation process. Thus, the tasks used in standardised test are not wide-ranging enough to determine students’ skills at different levels of text comprehension. As long as national standardised tests consist mostly of tasks that require readers’ memory, teachers also concentrate mainly on supporting students’ lower-level text comprehension skills. Therefore, there may not be enough attention devoted to developing the students’ high-level skills. As text comprehension at higher level is one of the most important competences students must acquire for successful academic and lifelong growth, teachers should concentrate more on supporting these skills.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"17 1","pages":"73-87"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74170413","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 uurida venekeelsete eesti keele oppijate kirjutamisprotsessi sujuvust ja selle seost “Euroopa keeleoppe raamdokumendi” A2-, B1-, B2- ja C1- keeleoskustasemega. Uurimuses osales 34 venekeelset uliopilast, kellel paluti kirjutada loovkirjutis haridusteemal. Materjal on kogutud klaviatuuri klahvivajutuste salvestuse meetodil pohineva ScriptLog-programmiga. Sujuvust analuusitakse kirjutamisprotsessi, lopliku teksti, paranduste, pauside ning klaviatuuri kasutamisoskuse seisukohast. Lisaks on sujuvus arvutatud vastavalt protsessi ja produkti indikaatoritele. Uurimuse tulemusi vorreldakse keeleoskustasemeti. Tulemused osutavad, et teksti produtseerimine muutub keeleoskuse arenedes sujuvamaks, suurim areng on margatav B2- ja C1-taseme vahel. "Comparison of fluency across proficiency levels in the writing process of native Russian-speaking learners of Estonian as a second language" The aim of the current article is to describe fluency across proficiency levels in the writing process of native Russian-speaking learners of Estonian as a second language. The data of the study consist of texts written by 34 participants, all of whom were students at Tallinn University. The data were collected with the computer keystroke logging program ScriptLog. The written argumentative and narrative texts were rated by two experts according to the Common European Framework of Reference for Languages (CEFR). The data were representative of four CEFR language proficiency levels: A2 (4 texts), B1 (13), B2 (13), and C1 (4). Fluency was analysed and described according to process, product, revision, pausing behaviour, and keyboard skills. Furthermore, the fluency of the writing process was measured on the basis of online and offline measures. The results of the study were compared across the proficiency levels. The fluency of the writing process increases with growth in proficiency, the greatest development being observed between levels B2 and C1.
{"title":"Eesti keele kui teise keele kirjutamisprotsessi sujuvuse võrdlus keeleoskustasemeti","authors":"Olga Pastuhhova","doi":"10.5128/ERYA13.07","DOIUrl":"https://doi.org/10.5128/ERYA13.07","url":null,"abstract":"Artikli eesmark on uurida venekeelsete eesti keele oppijate kirjutamisprotsessi sujuvust ja selle seost “Euroopa keeleoppe raamdokumendi” A2-, B1-, B2- ja C1- keeleoskustasemega. Uurimuses osales 34 venekeelset uliopilast, kellel paluti kirjutada loovkirjutis haridusteemal. Materjal on kogutud klaviatuuri klahvivajutuste salvestuse meetodil pohineva ScriptLog-programmiga. Sujuvust analuusitakse kirjutamisprotsessi, lopliku teksti, paranduste, pauside ning klaviatuuri kasutamisoskuse seisukohast. Lisaks on sujuvus arvutatud vastavalt protsessi ja produkti indikaatoritele. Uurimuse tulemusi vorreldakse keeleoskustasemeti. Tulemused osutavad, et teksti produtseerimine muutub keeleoskuse arenedes sujuvamaks, suurim areng on margatav B2- ja C1-taseme vahel. \"Comparison of fluency across proficiency levels in the writing process of native Russian-speaking learners of Estonian as a second language\" The aim of the current article is to describe fluency across proficiency levels in the writing process of native Russian-speaking learners of Estonian as a second language. The data of the study consist of texts written by 34 participants, all of whom were students at Tallinn University. The data were collected with the computer keystroke logging program ScriptLog. The written argumentative and narrative texts were rated by two experts according to the Common European Framework of Reference for Languages (CEFR). The data were representative of four CEFR language proficiency levels: A2 (4 texts), B1 (13), B2 (13), and C1 (4). Fluency was analysed and described according to process, product, revision, pausing behaviour, and keyboard skills. Furthermore, the fluency of the writing process was measured on the basis of online and offline measures. The results of the study were compared across the proficiency levels. The fluency of the writing process increases with growth in proficiency, the greatest development being observed between levels B2 and C1.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"50 1","pages":"107-122"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87362821","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}
Kreeka ja teiste mitte-ladina alfabeedis nimede kirjutamise teemal on Eestis korduvalt arutletud ning kehtestatud on ka reeglid, millest juhinduda. Praktikas ei ole nende reeglite kasutamine alati lihtne, eelkoige selleparast et nime algkuju ei pruugita teada. Kreeka nimed jouavad tanapaeval eestikeelsesse teksti enamasti teiste keelte vahendusel ning seega jouavad eestikeelsesse kirjapilti ja haaldusse teiste keelte traditsioonid ning transkriptsiooni- ja haaldusreeglid. Koige suuremaks mojutajaks on nuudsel ajal inglise keel. Vanakreeka, Uue Testamendi, butsantsi ning uuskreeka nimede edasiandmisel on eesti keeles olnud erinevad tavad ja praktika ning tanapaevalgi tanskribeeritakse neid erinevalt. Neid vahesid tajuda ei ole alati lihtne ning kindlasti tekib ka kusitavusi, kas juhinduda uhtedest voi teistest reeglitest. Artikkel annab ulevaate erinevate kreeka nimede kasutamisest eesti keeles ning juhib tahelepanu probleemidele. " Greek names in Estonian written and oral language" The issue of how to write Greek names in Estonian has been a recurring topic in Estonia. It is not always easy to follow the transcription rules, as there is often no information on how the Greek names are actually written in Greek. Greek names are transported into Estonian mostly from other languages and thus also traditions and pronunciation rules of other languages are admitted into Estonian. Most often, such influences now originate from English. There have been different ways and traditions of rendering Ancient Greek, New Testament, Byzantine and Modern Greek names in Estonian. Rules for transcription of Greek names in Estonian are established only for Ancient and Modern Greek names. However, it is not always easy to perceive differences even between these names and their use in Estonian. Questions arise as to which rules should be used while writing e.g. Greek geographical names which have been used in antiquity and are still in use today. In addition, Modern Greek personal names and place names are rendered differently in Estonian. Moreover, problems of stress and pronunciation are sometimes difficult to solve in oral speech. The article gives a survey of the use of Greek names in Estonian written texts and oral language at the end of the 20th and in the 21st century and highlights problems in the use of these names.
{"title":"Kreeka nimed eestikeelses tekstis ja kõnes","authors":"Kaarina Rein","doi":"10.5128/ERYA13.10","DOIUrl":"https://doi.org/10.5128/ERYA13.10","url":null,"abstract":"Kreeka ja teiste mitte-ladina alfabeedis nimede kirjutamise teemal on Eestis korduvalt arutletud ning kehtestatud on ka reeglid, millest juhinduda. Praktikas ei ole nende reeglite kasutamine alati lihtne, eelkoige selleparast et nime algkuju ei pruugita teada. Kreeka nimed jouavad tanapaeval eestikeelsesse teksti enamasti teiste keelte vahendusel ning seega jouavad eestikeelsesse kirjapilti ja haaldusse teiste keelte traditsioonid ning transkriptsiooni- ja haaldusreeglid. Koige suuremaks mojutajaks on nuudsel ajal inglise keel. Vanakreeka, Uue Testamendi, butsantsi ning uuskreeka nimede edasiandmisel on eesti keeles olnud erinevad tavad ja praktika ning tanapaevalgi tanskribeeritakse neid erinevalt. Neid vahesid tajuda ei ole alati lihtne ning kindlasti tekib ka kusitavusi, kas juhinduda uhtedest voi teistest reeglitest. Artikkel annab ulevaate erinevate kreeka nimede kasutamisest eesti keeles ning juhib tahelepanu probleemidele. \" Greek names in Estonian written and oral language\" The issue of how to write Greek names in Estonian has been a recurring topic in Estonia. It is not always easy to follow the transcription rules, as there is often no information on how the Greek names are actually written in Greek. Greek names are transported into Estonian mostly from other languages and thus also traditions and pronunciation rules of other languages are admitted into Estonian. Most often, such influences now originate from English. There have been different ways and traditions of rendering Ancient Greek, New Testament, Byzantine and Modern Greek names in Estonian. Rules for transcription of Greek names in Estonian are established only for Ancient and Modern Greek names. However, it is not always easy to perceive differences even between these names and their use in Estonian. Questions arise as to which rules should be used while writing e.g. Greek geographical names which have been used in antiquity and are still in use today. In addition, Modern Greek personal names and place names are rendered differently in Estonian. Moreover, problems of stress and pronunciation are sometimes difficult to solve in oral speech. The article gives a survey of the use of Greek names in Estonian written texts and oral language at the end of the 20th and in the 21st century and highlights problems in the use of these names.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"41 1","pages":"157-170"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85288579","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 kasitletakse eesti telefonivestlustes esinevaid kusisonaga miks moodustatud kusilauseid ja nendega tehtavaid suhtlustegevusi. Kui uldiselt maaratletakse miks -kusilauseid kui pohjuse jarele kusivaid erikusimusi, siis selle uurimuse materjali analuus naitab, et miks -kusilaused on funktsionaalselt vaga mitmekihilised ja nendega tehakse igapaevases suhtluses erinevaid suhtlustegevusi, millest kusimused moodustavad ainult marginaalse osa. Uurimuse tulemused naitavad, et miks -kusilauseid kasutatakse jargmiste suhtlustegevuste labiviimiseks: kusimus, etteheide, kask, nouanne, kaeblemine, vaidlustus. Miks -kusilausetele eelneb suhtluses teatud sotsiaalsest normist korvalekaldumine voi koneleja jaoks muu vastuolu, mis tuuakse esile just miks -kusilausega. "Social actions conducted by why-interrogatives in Estonian everyday telephone conversations" This paper analyses interrogatives formed with the why pronoun in Estonian everyday telephone conversations. Why -interrogatives are regularly defined as questions asking for reasons for or accounts of actions. This paper, however, demonstrates that only a small fraction of why -interrogatives are actually used for questioning. The data come from the Corpus of Spoken Estonian of the University of Tartu. Altogether 41 why -interrogatives were analysed using the approach of interactional linguistics. The primary social actions conducted by why -interrogatives are the following: question, reproach, command, suggestion, complaint and challenge. The study reveals that why -interrogatives are multifunctional, used to carry out several social actions concurrently. The question form makes it possible for the recipients to interpret why -interrogatives as questions (by giving a neutral answer) or as some socially dispreferred actions, such as reproaches, challenges etc (by justifying themselves). Why -interrogatives demonstrate the speaker’s negative stance towards a preceding action.
{"title":"A miks sa torusse ei räägi? Miks-küsilausetega tehtavad suhtlustegevused argitelefonivestlustes","authors":"K. Laanesoo","doi":"10.5128/ERYA13.06","DOIUrl":"https://doi.org/10.5128/ERYA13.06","url":null,"abstract":"Artiklis kasitletakse eesti telefonivestlustes esinevaid kusisonaga miks moodustatud kusilauseid ja nendega tehtavaid suhtlustegevusi. Kui uldiselt maaratletakse miks -kusilauseid kui pohjuse jarele kusivaid erikusimusi, siis selle uurimuse materjali analuus naitab, et miks -kusilaused on funktsionaalselt vaga mitmekihilised ja nendega tehakse igapaevases suhtluses erinevaid suhtlustegevusi, millest kusimused moodustavad ainult marginaalse osa. Uurimuse tulemused naitavad, et miks -kusilauseid kasutatakse jargmiste suhtlustegevuste labiviimiseks: kusimus, etteheide, kask, nouanne, kaeblemine, vaidlustus. Miks -kusilausetele eelneb suhtluses teatud sotsiaalsest normist korvalekaldumine voi koneleja jaoks muu vastuolu, mis tuuakse esile just miks -kusilausega. \"Social actions conducted by why-interrogatives in Estonian everyday telephone conversations\" This paper analyses interrogatives formed with the why pronoun in Estonian everyday telephone conversations. Why -interrogatives are regularly defined as questions asking for reasons for or accounts of actions. This paper, however, demonstrates that only a small fraction of why -interrogatives are actually used for questioning. The data come from the Corpus of Spoken Estonian of the University of Tartu. Altogether 41 why -interrogatives were analysed using the approach of interactional linguistics. The primary social actions conducted by why -interrogatives are the following: question, reproach, command, suggestion, complaint and challenge. The study reveals that why -interrogatives are multifunctional, used to carry out several social actions concurrently. The question form makes it possible for the recipients to interpret why -interrogatives as questions (by giving a neutral answer) or as some socially dispreferred actions, such as reproaches, challenges etc (by justifying themselves). Why -interrogatives demonstrate the speaker’s negative stance towards a preceding action.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"1986 1","pages":"89-105"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86826809","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 uuritakse eesti dialoogikorpuses leiduvaid inimestevahelisi labiraakimisi, et valja selgitada sellistes dialoogides tuupiliselt kasutatavad dialoogiaktid ja suhtlusstrateegiad. Analuusitakse kolme alamkorpust: 1) dialooge reisiburoo agendi ja kliendi vahel, 2) muugilabiraakimisi, kus koolitusfirma ametnik pakub voimalikule kliendile firma kursusi, ning 3) argivestlusi, kus kaks omavahel tuttavat osalejat puuavad saavutada kokkulepet teatava tegevuse tegemise suhtes. Erinevat tuupi dialoogide struktuur esitatakse nii dialoogiaktide kui ka suhtlusstrateegiate jarjendina ning nende andmete pohjal leitakse ka labiraakimiste uldine struktuur. Seda struktuuri vorreldakse olemasoleva eksperimentaalse dialoogsusteemiga peetavate labiraakimiste struktuuriga. Tulemused voimaldavad dialoogsusteemi edasi arendada, et muuta sellega suhtlemist inimlahedasemaks. "Dialogue systems and the structure of negotiation" We are studying the negotiations in the Estonian dialogue corpus, with the aim of identifying the typical dialogue acts and communicative strategies used in the dialogues. Three sub-corpora have been analysed: 1) conversations between a travel agent and a customer who is planning a trip; 2) telemarketing calls where a sales clerk for an educational company argues that a customer should take a training course, and 3) everyday conversations where the initiator attempts to persuade the communication partner to perform an action. The structure of the different types of dialogues is represented as a sequence of dialogue acts and communicative strategies. The general structure of human-human negotiation is identified and described. This structure is compared with the structure of the negotiations carried out by an experimental dialogue system. The results can help to develop the dialogue system in order to make conversations with the system more human-like.
{"title":"Dialoogsüsteem ja läbirääkimiste struktuur","authors":"Mare Koit","doi":"10.5128/ERYA13.03","DOIUrl":"https://doi.org/10.5128/ERYA13.03","url":null,"abstract":"Artiklis uuritakse eesti dialoogikorpuses leiduvaid inimestevahelisi labiraakimisi, et valja selgitada sellistes dialoogides tuupiliselt kasutatavad dialoogiaktid ja suhtlusstrateegiad. Analuusitakse kolme alamkorpust: 1) dialooge reisiburoo agendi ja kliendi vahel, 2) muugilabiraakimisi, kus koolitusfirma ametnik pakub voimalikule kliendile firma kursusi, ning 3) argivestlusi, kus kaks omavahel tuttavat osalejat puuavad saavutada kokkulepet teatava tegevuse tegemise suhtes. Erinevat tuupi dialoogide struktuur esitatakse nii dialoogiaktide kui ka suhtlusstrateegiate jarjendina ning nende andmete pohjal leitakse ka labiraakimiste uldine struktuur. Seda struktuuri vorreldakse olemasoleva eksperimentaalse dialoogsusteemiga peetavate labiraakimiste struktuuriga. Tulemused voimaldavad dialoogsusteemi edasi arendada, et muuta sellega suhtlemist inimlahedasemaks. \"Dialogue systems and the structure of negotiation\" We are studying the negotiations in the Estonian dialogue corpus, with the aim of identifying the typical dialogue acts and communicative strategies used in the dialogues. Three sub-corpora have been analysed: 1) conversations between a travel agent and a customer who is planning a trip; 2) telemarketing calls where a sales clerk for an educational company argues that a customer should take a training course, and 3) everyday conversations where the initiator attempts to persuade the communication partner to perform an action. The structure of the different types of dialogues is represented as a sequence of dialogue acts and communicative strategies. The general structure of human-human negotiation is identified and described. This structure is compared with the structure of the negotiations carried out by an experimental dialogue system. The results can help to develop the dialogue system in order to make conversations with the system more human-like.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"18 1","pages":"37-51"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79783243","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 governmental initiative called the Compatriots Programme, which supports language tuition in Estonian schools and societies abroad, reveals an increased interest in developing intergenerational language transmission in the growing Estonian diaspora. This transnational language political activity signals a new era in language policy, where nation states are increasingly decentralized by migration. The evaluation of the program furthermore reveals that organizing such schools requires a willingness to take language political agency, typically conducted by well-educated and well-integrated resourceful transnational multilingual parents. The present article outlines the results of an ethnographic study of the process of establishing the Estonian School in Copenhagen. This step has demanded a change in the mindset still prevailing in Estonia that language political activities, such as planning language acquisition, are solely the responsibility of the state. Since the prevailing language ideology in Denmark is not favorable towards multilingualism in migrant languages, intergenerational language transmission furthermore presupposes a feeling of ownership of the language and high language self-esteem. "Hargmaise keelepoliitika sund. Eesti keeleoppe korraldamise voimalikkusest valismaal Taani naitel" Hargmaisus, kasvav valjarandajate arv ja sellega ka eesti keele raakijate hulk valismaal on jatnud oma jalje eesti keelepoliitikale. Kui varem uuriti peamiselt seda, kuidas eesti keel muukeelses kontekstis muutub, siis viimasel kumnendil on riik asunud aktiivselt toetama eesti keele jatkuvat kasutamist valismaal, rahastades rahvuskaaslaste programmi abil haridusprogramme. Kuid millised faktorid maaravad selle, kas uus eestlaste polvkond oskab ja tahab eesti keelt raakida? Artikkel hindab etnograafilises ja sotsiolingvistilises votmes Kopenhaagenis kolm aastat tegutsenud Eesti Kooli ja Lasteklubi naitel, millised on keelekasutust soodustava tegevuse reaalsed valjakutsed. Selle moistmiseks on vaja analuusida nii Eesti kui Taani keelehariduse poliitikat, aga ka seda, kuidas hargmaisus mojutab uute polvkondade suhet emakeelega.
政府的“同胞方案”倡议支持爱沙尼亚学校和国外社团的语言教学，这表明越来越有兴趣在日益增长的爱沙尼亚侨民中发展代际语言传播。这种跨国语言政治活动标志着语言政策进入了一个新时代，在这个时代，民族国家因移民而日益分散。对该计划的评估进一步表明，组织这样的学校需要愿意采取语言政治机构，通常由受过良好教育和良好整合资源的跨国多语种父母进行。本文概述了在哥本哈根建立爱沙尼亚学校过程的人种学研究结果。这一步骤要求改变爱沙尼亚仍然普遍存在的一种观念，即语言政治活动，例如规划语言学习，完全是国家的责任。由于丹麦主流的语言意识形态不利于移民语言的多语化，因此代际语言传播的先决条件是对语言的所有权和高度的语言自尊。“Hargmaise keelepoliitika sound”。这句话的意思是:“我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是。”亏varem uuriti peamiselt seda、kuidas eesti龙骨muukeelses kontekstis muutub,他们viimasel kumnendil在riik asunud aktiivselt toetama eesti基尔jatkuvat kasutamist valismaal, rahastades rahvuskaaslaste programmi abil haridusprogramme。在数百万美元的假马甲销售中，我们看到了最受欢迎的波兰人，以及最受欢迎的波兰人。Artikkel hintnografilises和sotsiolingvisilises vovokhanhagenis kolm和teesti Kooli和lassteklubi naitel，在keelekkasutust上花费了大量的时间和金钱，以获得了大量的资金。卖湿，对vaja analuusida niestii, Taani keelehaiduse poliitikat, aga ka seda, kuidas hargmaisus mojutab, polvkondade甜，emakeelega。
{"title":"Re-conceptualizing mother tongue tuition of Estonian abroad as a transnational phenomenon","authors":"Maarja Siiner","doi":"10.5128/erya13.11","DOIUrl":"https://doi.org/10.5128/erya13.11","url":null,"abstract":"The governmental initiative called the Compatriots Programme, which supports language tuition in Estonian schools and societies abroad, reveals an increased interest in developing intergenerational language transmission in the growing Estonian diaspora. This transnational language political activity signals a new era in language policy, where nation states are increasingly decentralized by migration. The evaluation of the program furthermore reveals that organizing such schools requires a willingness to take language political agency, typically conducted by well-educated and well-integrated resourceful transnational multilingual parents. The present article outlines the results of an ethnographic study of the process of establishing the Estonian School in Copenhagen. This step has demanded a change in the mindset still prevailing in Estonia that language political activities, such as planning language acquisition, are solely the responsibility of the state. Since the prevailing language ideology in Denmark is not favorable towards multilingualism in migrant languages, intergenerational language transmission furthermore presupposes a feeling of ownership of the language and high language self-esteem. \"Hargmaise keelepoliitika sund. Eesti keeleoppe korraldamise voimalikkusest valismaal Taani naitel\" Hargmaisus, kasvav valjarandajate arv ja sellega ka eesti keele raakijate hulk valismaal on jatnud oma jalje eesti keelepoliitikale. Kui varem uuriti peamiselt seda, kuidas eesti keel muukeelses kontekstis muutub, siis viimasel kumnendil on riik asunud aktiivselt toetama eesti keele jatkuvat kasutamist valismaal, rahastades rahvuskaaslaste programmi abil haridusprogramme. Kuid millised faktorid maaravad selle, kas uus eestlaste polvkond oskab ja tahab eesti keelt raakida? Artikkel hindab etnograafilises ja sotsiolingvistilises votmes Kopenhaagenis kolm aastat tegutsenud Eesti Kooli ja Lasteklubi naitel, millised on keelekasutust soodustava tegevuse reaalsed valjakutsed. Selle moistmiseks on vaja analuusida nii Eesti kui Taani keelehariduse poliitikat, aga ka seda, kuidas hargmaisus mojutab uute polvkondade suhet emakeelega.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"173 1","pages":"171-185"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75368023","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}
Kirjeldan artiklis modaalverbide saama ja voima konstruktsioonide arengut kirjalikus B1- ja B2-taseme oppijakeeles. Vaatlen saama - ja voima -konstruktsioonide esinemissagedust, tapsust ning morfoloogilist, suntaktilist ja funktsionaalset jaotuvust kummalgi tasemel, jalgin konstruktsioonide arenguradasid oppijakeeles ning otsin B1- ja B2-taset eristavaid indikaatoreid. Uurimuse tulemused naitavad, et nii saama - kui ka voima - konstruktsioonid arenevad B1-tasemelt B2-tasemele liikudes oppijakeele konstruktsioonide uldiste seadusparasuste jargi. Verbi saama konstruktsioonide areng on sujuvam, verbi voima konstruktsioonide arengus toimub aga margatav arenguhupe. Voima -konstruktsioonid on B2-tasemel neli korda sagedamad kui B1-tasemel, vaheneb nende soltuvus tekstituubist, kasvab eri morfoloogiliste vormide arv ning konstruktsioonid muutuvad suntaktiliselt ja funktsionaalselt mitmekesisemaks. Seega voib voima -konstruktsioonide arengut pidada B1- ja B2-taset eristavaks indikaatoriks. "Constructions with modal verbs saama and voima as an indicator of increased language competence in Estonian B1 and B2 level written learner language" The article describes the development of constructions with the modal verbs saama (can, may, be able) and voima ( can, may, be able ) in written exam texts of adult second language learners of Estonian at B1 and B2 level. The study on which the article is based is part of a larger study, the goal of which is to develop linguistic descriptions to accompany the functional descriptions of B1 and B2 level given in the Common European Framework of Reference for Languages (CEFR 2007). This is to be achieved by identifying the linguistic categories typically used at these levels, describing and analyzing their frequency of use, accuracy and morphological, syntactical and functional distribution (Martin et al. 2010) and specifying descriptors that distinguish the levels. The results of the study discussed in the article show that constructions with saama and voima both develop according to the general principles of learner language. The development of constructions with saama is smoother, but there is a big leap in the development of the constructions with voima between B1 and B2 levels. The frequency of constructions with voima is four times higher at the B2 level than at the B1 level, the dependency of these constructions on the text type is reduced, and the morphological, syntactical and functional distribution of the constructions shows a significant increase. The development of the constructions with the modal verb voima can be regarded as an indicator of B2 level.
{"title":"Modaalverbide saama ja võima konstruktsioonid B1- ja B2-taseme 19 kirjalikus õppijakeeles kui keeleoskuse arengu näitaja","authors":"Mare Kitsnik","doi":"10.5128/ERYA13.02","DOIUrl":"https://doi.org/10.5128/ERYA13.02","url":null,"abstract":"Kirjeldan artiklis modaalverbide saama ja voima konstruktsioonide arengut kirjalikus B1- ja B2-taseme oppijakeeles. Vaatlen saama - ja voima -konstruktsioonide esinemissagedust, tapsust ning morfoloogilist, suntaktilist ja funktsionaalset jaotuvust kummalgi tasemel, jalgin konstruktsioonide arenguradasid oppijakeeles ning otsin B1- ja B2-taset eristavaid indikaatoreid. Uurimuse tulemused naitavad, et nii saama - kui ka voima - konstruktsioonid arenevad B1-tasemelt B2-tasemele liikudes oppijakeele konstruktsioonide uldiste seadusparasuste jargi. Verbi saama konstruktsioonide areng on sujuvam, verbi voima konstruktsioonide arengus toimub aga margatav arenguhupe. Voima -konstruktsioonid on B2-tasemel neli korda sagedamad kui B1-tasemel, vaheneb nende soltuvus tekstituubist, kasvab eri morfoloogiliste vormide arv ning konstruktsioonid muutuvad suntaktiliselt ja funktsionaalselt mitmekesisemaks. Seega voib voima -konstruktsioonide arengut pidada B1- ja B2-taset eristavaks indikaatoriks. \"Constructions with modal verbs saama and voima as an indicator of increased language competence in Estonian B1 and B2 level written learner language\" The article describes the development of constructions with the modal verbs saama (can, may, be able) and voima ( can, may, be able ) in written exam texts of adult second language learners of Estonian at B1 and B2 level. The study on which the article is based is part of a larger study, the goal of which is to develop linguistic descriptions to accompany the functional descriptions of B1 and B2 level given in the Common European Framework of Reference for Languages (CEFR 2007). This is to be achieved by identifying the linguistic categories typically used at these levels, describing and analyzing their frequency of use, accuracy and morphological, syntactical and functional distribution (Martin et al. 2010) and specifying descriptors that distinguish the levels. The results of the study discussed in the article show that constructions with saama and voima both develop according to the general principles of learner language. The development of constructions with saama is smoother, but there is a big leap in the development of the constructions with voima between B1 and B2 levels. The frequency of constructions with voima is four times higher at the B2 level than at the B1 level, the dependency of these constructions on the text type is reduced, and the morphological, syntactical and functional distribution of the constructions shows a significant increase. The development of the constructions with the modal verb voima can be regarded as an indicator of B2 level.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"355 1","pages":"19-36"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78097067","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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