Eesti keele kui teise keele õpetamine ei paista eksamitulemuste valguses kuigi tõhus: vaid veidi rohkem kui pooled põhikoolilõpetajad sooritavad eesti keele kui teise keele riigieksami riiklikus õppekavas ettenähtud B1 tasemel. Nii õppekava kui ka metoodilised juhised ja uuringuraportid rõhutavad aktiivõppemeetodite kasutamist. Chi ja Wylie (2014) välja töötatud IKAP-mudel kirjeldab õpilaste kognitiivset kaasatust ja seeläbi aktiivsust neljal tasandil ning jaotab õppetegevused nelja hierarhiliselt seotud laadi vahel. Taksonoomia on praktiline tööriist õpetajale õppetöö analüüsimiseks ja planeerimiseks ning aitab õpilaste kognitiivset kaasatust suurendada. Artikkel selgitab välja, kuidas rakendada IKAP-mudelit eesti keele kui teise keele õpetamise uurimisel. Kuue eesti keele tunni video analüüs IKAP-mudeli abil näitas, et suure osa keeletunnist kulub õpilastel passiivselt kaasõpilasi kuulates, nii et nende kognitiivne kaasatus on minimaalne.
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"What do we mean by active learning in language lessons? An ICAP-based analysis of Estonian as a second language lessons"
This article examines the application of active learning in teaching Estonian as a second language, focusing on the use of the ICAP framework (Interactive, Constructive, Active, Passive) to analyse and plan language instruction. The motivation stems from consistently low national exam results, with only about half of students reaching the target B1 proficiency level. The concept of active learning, although frequently recommended in curricula and pedagogical guidelines, is noted for its definitional vagueness. The ICAP model, developed by Chi and Wylie (2014), offers a structured approach to assessing students’ cognitive engagement through observable behaviours and categorizing learning activities accordingly.
Empirical analysis involved six video-recorded third-grade Estonian as a second language lessons, where learning activities were classified according to the ICAP categories. Findings indicate that most classroom time was spent with students passively engaged. Typically, one student was actively or constructively engaged at any given moment, while the rest of the class remained passively engaged, resulting in 67% of the lesson time being categorized as passive engagement at the class level. Truly interactive engagement, which fosters the deepest learning, was rare.
Activities requiring active engagement, such as answering text-based questions and filling in gaps, predominated, while constructive and interactive activities were less frequent. A considerable portion of time was also spent on answering teacher questions, most of which required simple retrieval of information rather than independent generation of responses.
It is suggested in the article that ICAP framework is effective for analysing and a good tool for planning language instruction. However, lesson planning requires careful consideration of task design to ensure higher levels of cognitive engagement. Furthermore, discrepancies may arise between the intended and actual cognitive engagement of students, emphasizing the need for teachers to observe students’ real behaviours and outputs. The ICAP model helps in adjusting instructional strategies to guide students gradually towards deeper engagement through scaffolding techniques.
Although deep learning is associated with constructive and interactive activities, the article also stresses the importance of passive and active engagement in language learning, particularly for processing linguistic input and noticing patterns necessary for vocabulary acquisition and rule internalization. However, to foster language proficiency development, especially communicative competence, greater emphasis must be placed on encouraging constructive and interactive use of the language.
The article concludes that in Estonian as a second language education, increasing the share of constructive and interactive activities is essential for achieving deeper learning and more robust language development. Teachers must tailor tasks not only to students’ current proficiency levels but also to stretch their abilities without overwhelming them, thereby creating an optimal learning environment.
Keelevigade rolli mõistmine ja oskuslik keelevigadega tegelemine on teise keele õppe tõhususe oluline mõjutaja. Artiklis vaadeldakse, kuidas 7.−9. klassi eesti keele kui teise keele õpetajad tunnevad keelevigade olemust, millised on nende põhimõtted õpilaste suulise ja kirjaliku teksti vigadega tegelemise suhtes ning kuidas nad keelevigadega tegelevad. Eri koolide õpetajate (n = 25) hulgas viidi läbi elektrooniline ankeetküsitlus, mille vastuseid analüüsiti kvantitatiivselt ja kvalitatiivselt. Tulemusi võrreldi tänapäevase kasutuspõhise lähenemise põhimõtetega. Tulemused näitavad, et õpetajate arvamused kattuvad tänapäevaste teise keele oskuse arenemise ja keelevigade seisukohtadega osaliselt.
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Attitudes of teachers of Estonian as a second language towards errors of 7th–9th grade pupils and how they address the errors
Understanding the role of language errors and skillfully dealing with them is an important factor influencing the effectiveness of second language learning. The article focuses on teachers’ attitudes towards their 7th–9th grade pupils’ errors and how they address their errors. The results were obtained via an online questionnaire among teachers at different schools (n = 25), the results of which were analyzed quantitatively and qualitatively and compared with the principles of the use-based approach (Martin et al. 2010, Eskildsen 2008, Mustonen 2015).
In conclusion, teachers’ opinions are partly consistent with the usage-based approach. According to the teachers, their students make a lot of errors, and the most common type of errors are morphosyntactic. Teachers generally consider errors in the process of linguistic development to be natural, but they also think that errors need to be addressed. Concerning the feedback types, it was found that for dealing with errors in oral texts, a wider range of feedback types was perceived as useful than for written texts. In the written text, most teachers correct all errors, in the oral text, not all errors are corrected. When correcting errors in both oral and written texts, most respondents take into account the student’s language proficiency level and the type of task. In the oral texts teachers also take into account the recurrence of the error and the student’s personality, and in the case of written texts, previous learning of the subject. Errors in oral text are usually corrected after speaking, and more explicit learning is valued, which requires students to pay close attention to the errors and to correct the errors themselves. When correcting errors in a written text, teachers rather present the correct structures with explanations themselves.
Teachers value the role of speaking in the development of linguistic accuracy and also allow learners to use language with errors. Repeated teaching of error-prone topics is also considered important to reduce errors. However, practice, especially oral practice of error-prone topics, is not seen as important. The impact of listening to authentic input on the development of linguistic accuracy is also underestimated, and the role of writing is rather underestimated.
The study only reflects teachers’ self-esteem in terms of correcting errors, which does not mean that teachers behave exactly according to their opinions in the actual teaching process. It is also not clear from the study how good the teachers’ knowledge is of the errors characteristic in different stages of development. In the future, it would be worthwhile to study the same topic with lesson observations. It would also be worthwhile to differentiate between groups of teachers who have different views on errors. Despite some limitations, the results of the study provide important information in a hitherto unexplored area. The results should be taken into account in teacher training and the creation of methodological materials.
Eestis on veel vähe juurdunud ainekirjaoskus kui ainealaste tekstide eripärast lähtuv lugemine-kirjutamine. Ainekirjaoskus on viis, kuidas ainepädevust ja üldist kirjaoskuse taset ning keeleteadlikkust lõimitult arendada. Üldisele lugemisele ja kirjutamisele keskenduvad meetodid võivad osutuda kasutuks, sest ei arvesta ainevaldkonna eripära, tekstiliike ja ‑toiminguid. Süsteemfunktsionaalsel keeleteoorial tuginev tekstikeskne lähenemine, sh žanriõpetus, ühendab keeleõppe mis tahes valdkonna- või aineõppega ning on üha enam juurdumas ka ainealase kirjaoskuse õpetamisse. Siinse uuringu eesmärk on katsetada žanriõpetust ainekirjaoskuse arendamise toena. Sekkumisuuringu esimese katsetsükli tulemused näitavad, et ainetekstikeskne keeleõpetus on õpetajatele ja õpilastele keeruline, kuid teeb õpiprotsessi nähtavaks ja toetab sügavuti õppimist.
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'Genre pedagogy to promote disciplinary literacy: Pilot intervention'
Disciplinary literacy (DL) as subject-specific reading and writing (Moje 2008) is one way to develop content area knowledge, literacy skills and raise language awareness in an integrated way. DL sets texts as disciplinary social acts in focus and shares therefore common ground with SFL rooted genre pedagogy, which combines learning and language and is increasingly taking place as a DL practise.
This study attempts to apply genre pedagogy as a suitable methodical framework to develop DL in the Estonian context. The aim of this first pilot cycle of the design based study is to gain knowledge on how genre pedagogy could support disciplinary literacy. Based on the outcomes, the design of intervention, materials and methods are improved to carry out future cycles.
The pilot study was implemented in one Estonian K-14 school, as a part of a whole school history project. Genre pedagogy-based activities were implemented in L1 Estonian classrooms where students learned how to write a description of church. The participants were two teachers of L1 Estonian and their 82 students. Lessons were recorded, follow-up interviews with teachers were carried out, students’ descriptions, pre- and post-tests were analysed.
The results show that text-centered disciplinary teaching is complex and distant for both teachers and students, but makes the learning process visible and supports deep learning. Descriptive text as a pre-genre needs more scaffolding due to the unfamiliar process of text-analysis and deconstruction. The article poses a R2L based framework for the next intervention cycle.
Livonian is one of the most endangered languages in Europe. Place names of Livonian origin are found not only where Livonian was recently spoken, but also in territories historically inhabited by Livonians across Latvia. Collection and study of place names in Livonian, however, has been fragmentary and largely occurred as part of other research. Documenting place names through field work is no longer possible, as few Livonian speakers remain and most of them know only already documented place names. This article gives an overview of previous work on research of place names in Livonian and grammatical features of such place names, examines techniques for collecting and reconstructing place names in Livonian using innovative approaches with existing data sources (e.g., harvesting place names from metadata), and explains the need for an authoritative source so Livonian place names can be used on official signage to visually demarcate the Livonian areas of Latvia and restore the Livonian place name landscape.
Kokkuvõte. Valts Ernštreits: Kohanimed liivi keeles: kogumine, uurimine, probleemid ja võimalused. Liivi keel on üks ohustatumaid Euroopa keeli. Liivi päritoluga kohanimesid leidub mitte ainult kohtades, kus veel hiljuti on räägitud liivi keelt, vaid ka kõikjal liivi ajalooliselt asustatud aladel Lätis. Liivikeelsete kohanimede kogumine on siiski olnud fragmentaarne ja enamjaolt tehtud muude uurimistööde (nt üldise sõnavara kogumise, etnograafiliste ekspeditsioonide jms) kõrvalt. Liivikeelsete kohanimede dokumenterimine välitööde käigus enam pole võimalik, kuna liivi keelejuhte on jäänud väga vähe ja nende kohanimede tundmine on ajaloolistel põhjustel vaid väga üldine. Käesolev artikkel annab ülevaate eelnevast tööst liivikeelsete kohanimede dokumenteerimise alal, kohanimede grammatilistest iseärasustest, samuti vaatleb võtteid, mida saab kasutada liivikeelsete kohanimede kogumiseks, sh innovatiivselt lähenedes olemasolevatele andmekogudele ja kogudes kohanimesid nende metaandmetest, käsitleb liivikeelsete kohanimede loomise ja rekonstrueerimise vajadust ja võimalusi, selgitab vajadust ametliku liivikeelsete kohanimede allika järele ametlike viitade paigaldamiseks liivi areaali visuaalseks märgistamiseks ja liivikeelse kohanimede maastiku taastamiseks.
Kuusalu pastor Eduard Ahrens (1803–1863) esitas oma eesti keele grammatikates 1843 ja 1853 nn uue kirjaviisi, mille eeskujuks oli soome keele ortograafia. Ahrensi taotluseks oli silbipikkuste adekvaatne edasiandmine. Soome keele eeskuju oli põhjendatud, sest soome ja eesti keele häälikusüsteemides, aga ka morfofonoloogias (astmevaheldus) on keeleajaloolistel põhjustel suur ühisosa. Kõige olulisem erinevus soome ja eesti keele häälikusüsteemides seisneb eesti keeles pikkade rõhuliste silpide prosoodias – selliseid silpe saab hääldada kahe erineva silbikvantiteediga (nn II ja III välde), millega ei kaasne silpide segmentaalkoostise muutust. Ahrensi ortograafia seda eesti keele prosoodilist eriarengut (soome keelega võrreldes) ei kajasta. Väga väikeste muudatustega on Ahrensi ortograafia teeninud eesti rahvast ja kultuuri 1870-ndatest aastatest alates.
Ajavahemikus 1840–1875 pandi eesti keele uurimisele üldkeeleteaduslikult tugev alus (Fr. R. Faehlmann, Eduard Ahrens, Jakob Hurt, F. J. Wiedemann). Õnnetuseks sündis 1870–1880. aastatel eesti häälikusüsteemi teooria (Mihkel Veske 1879, seejärel K. A. Hermann 1884), mis tõlgendas silpide prosoodilist kvantiteeti segmentaalhäälikute kolme erineva kestustena (lühike, pikk, ülipikk) ning diftongide ja konsonantühendite kahe erineva kestusena (pikk ja ülipikk). Silbiprosoodiat tõlgendati segmentaalselt. Selline vaade jäi valitsema umbes sajaks aastaks. Ahrensi ortograafia tõlgendati ümber, määrates häälikud lühikeseks, pikaks või ülipikaks. Kogu eesti õigekirja õpetamine on tänapäevani allutatud kolme häälikuvälte valeteooriale, kuigi teoreetilistes käsitlustes hakkas Jakob Hurdale ja F. J. Wiedemannile toetuv silbiprosoodiline käsitlus tagasi tulema 1960. aastatest alates. Tänapäeval valitseb eesti häälikusüsteemi käsitlustes skisofreeniline olukord: deklaratiivselt on akadeemilistel tasanditel kolme häälikuvälte teooriast lahti öeldud, aga praktikas (aabitsad, õigekirjaõpetuse metoodika, mõnedki fonoloogilised tõlgendused) elab kolme häälikuvälte teooria edasi.
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"On the shoulders of Ahrens. The orthography by Eduard Ahrens in the past and nowadays"
In his grammars of Estonian (1843 and 1853), Eduard Ahrens (1803–1863), the pastor of Kuusalu, created a new orthography for the Estonian language. Ahrens intended to more adequately render the structure of short and long syllables in Estonian. Finnish orthography served as a model for Ahrens, thanks to the many similarities between the phonetic and morphophonemic (grade alternation) systems of both languages. The most important difference between the phonetic systems of Finnish and Estonian is in the prosody of Estonian: it is possible to pronounce long stressed syllables with two distinctive syllable quantities (traditionally called the second and the third degree of quantity) without any change in the segmental structure of the syllable. This extra prosodic means of Estonian was not rendered in the orthography proposal made by Ahrens, because he concentrated on the segmental structure of syllables. This was a prescient decision, as it provided the new orthography with stability, and due to it this orthography has served the Estonian nation and the Estonian culture well since the 1870s.
In the years 1840–1875 the foundations for the investigation of Estonian in accordance with the principles and theories of general linguistics were created (Fr. R. Faehlmann, Eduard Ahrens, Jakob Hurt, F. J. Wiedemann). Unfortunately, in the 1870–1880s a new theory of Estonian phonetics was formed (in 1879 Mihkel Veske created an original theory of the Estonian sound system; in 1884 Karl August Hermann used this new theory in his popular grammar of Estonian). In this theory the prosodic quantity of long syllables was interpreted as the quantity degrees of segmental sounds: both vowels and consonants were described as having three distinctive degrees of length (short, long, and overlong), and diphthongs and consonant clusters as having two distinctive degrees of length (long and overlong). The phonetic system of Estonian was looked at as totally different from any other phonetic system. Ahrens’s orthography was reinterpreted in a way that required any sound in a stressed syllable to be determined to have one of three quantity degrees (short, long, overlong), and the diphthongs and consonant clusters to have long or overlong quantity. This view dominated in Estonian linguistics without any real opposition for about a hundred years (1880s–1980s). The theory of three quantity degrees is totally incompatible with any phonemic theory. Despite it, up to now, the methods and rules for learning orthography are based on the false assumption that Ahrens’s orthography should be complemented with decisions about the quantity degree of any vowel or consonant or of so-called compound sound. This makes the rules for orthography schizophrenic, for in order to achieve the orthography as it is, a series of unnecessary steps must be taken.
However, from the 1960s to the present day, the theory of three quantity degrees has lost ground step by step, and the views of Jakob Hurt and F. J. Wiedemann have made their way back to scientific discussion. In scientific discussion of Estonian phonetics and phonology, and in orthographic dictionaries, the theory of three quantity degrees in declarations has been abandoned, but in practice (A-B-C books, popular overviews of Estonian phonetics, the methods for teaching and learning orthography, some phonological interpretations) the treatment of Estonian as a language with a very peculiar phonological quantity system is still active.
However, the ice is breaking.
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.
It is a well-known fact that natural languages do not correspond to the linguistic categories without trouble. Regarding the category of word classes, one of the most challenging groups in Estonian is the adverb, characterized by continuing supplementation by case forms of nouns. This article explores the notion of nominal adverb from the perspective of another prototype-based category, manner. The analysis of manner expressions follows Virtanen’s (2008) ‘manner plus’ idea, assuming semantic blends of manner and some other category. This study is induced by work with the Estonian collocations dictionary and the data the compilation is based on. The analysis explicates the collocational behaviour and the types of semantic blends of the selected nominal adverbs in the inner local cases illative, inessive and elative, focusing on adverb-verb combinations.
Processes are taking place in the 21st century that are altering the role of language and society’s attitude towards language. The virtualisation of the world, the influence of the media, and the processes of globalisation are all driving a shift in the role of language. This has made linguistics, as well as other humanities and social sciences, turn back to neuroscience and a focus on cognitive processes.
The interaction between linguistic processes and real-life evolution has two axes, with semantic structure analysis playing an important part on the linguistic plane, and analysis of the impact of language on real-life processes. The economic linguistics approach makes it possible to tie the predominant sense elements of any concept to the linguistic worldview of the national language and the sociocultural consciousness of the actual language community.
The objective of this article is to introduce several linguistic ideas by revealing: 1) the method of reconstruction of deep semantic structures – the ‘semantic dowry’ analysis; 2) the method of identifying the predominant sense elements of a concept in the sociocultural consciousness of an actual language community based on the approach of economic linguistics. In order to demonstrate how this method works, the article identifies the predominant sense elements of the concept estiškumas (‘Estonianness’) denominated by the lexemes estas/estė/estai (‘Estonian’, N, SG-M/SG-F/PL) and estiškas/estiška (‘Estonian’, ADJ, M/S).
Kokkuvõte. Jolanta Zabarskaitė: Eestist leedu keeles. Lekseemist estiškumas (‘eestilik’) leedu keeles majanduslingvistika vaatepunktist. 21. sajandil käimasolevad protsessid muudavad nii keelte rolle kui ka ühiskonna suhtumist neisse. Maailma virtualiseerumine, meedia mõju ja globaliseerumisprotsessid põhjustavad keele rollide muutumise. See on sundinud keeleteadust nagu ka teisi humanitaar- ja sotsiaalteadusi pöörduma neuroteaduste juurde ja keskenduma kognitiivsetele protsessidele. Keeleliste protsesside ja reaalse maailma evolutsiooni vahelisel vastastikmõjul on kaks telge: tähendusstruktuuri analüüs, mis mängib olulist osa keelelisel tasandil, ning keele mõju analüüs reaalse maailma protsessidele. Majanduslingvistiline lähenemine võimaldab siduda ükskõik millise mõiste peamised tähenduselemendid riigikeele keelelise maailmapildi ja tegeliku keelekogukonna sotsiokultuurilise teadvusega. Käesolevas artiklis tutvustatakse 1) semantiliste süvastruktuuride rekonstrueerimise meetodit ning 2) majanduslingvistilisel lähenemisel põhinevat meetodit, mis võimaldab tuvastada mõiste peamisi tähenduselemente tegeliku keelekogukonna sotsiokultuurilises teadvuses. Kirjeldamaks valitud meetodi rakendumist, selgitatakse lekseemide estas/estė/estai (‘eesti’, N) ning estiškas/estiška (‘eesti’, ADJ) näitel mõiste estiškumas (‘eestilikkus’) peamisi tähenduselemente.
Märksõnad: eestilikkus; majanduslingvistika; semantika; tähendus; alltähendus; diskursus
"Linguistic construction of a changed learning approach"
According to the Estonian Lifelong Learning Strategy 2020 of the Ministry of Education and Research, a changed learning approach is an approach supporting the individual and social development, learning skills, creativity and enterprisingness of a learner. The aim of the study is to describe which discourses are associated with the changed learning approach and whether they coincide with the indicators created in the official discourse. Also, the aim is to determine, based on language use, how the stakeholders themselves relate to the education innovation.
Five focus groups were studied as stakeholders: teacher training faculty researchers, officials from education support bodies, education officials from local governments, school headmasters and teachers. The data collected from the interviews with focus groups were analysed by using the critical discourse analysis method.
As the result, it appeared that the changed learning approach is connected with discourses formulated in educational documents and professional literature (discourse of the changed teacher-student relationship, changed learning environment discourse etc.), however, the descriptions of the stakeholders often do not refer to these changes. Almost all stakeholders formulated the need for cooperation but did not so much list the other stakeholders as a contributing factor. Therefore, it appeared that stakeholders saw other stakeholders more as preventive factors. The results of the study indicated that there are several contradictions between the descriptions of changed learning approach and an opposition is created where the participants handle the meanings of changed learning approach in the context of their own work. The new meanings of the changed learning approach are discussed but not used in practice.
This paper provides a comparison of two varieties of the Votic language. Based on field materials collected between 2001 and 2012 from the last speakers of Votic, we compiled a list of the most important phonetic and grammatical features that distinguish between Jõgõperä and Luuditsa varieties. The ten features are: the degree of apocope, the initial h, merging of allative and adessive cases, secondary geminates, illative singular forms, genitive and partitive plural markers, imperfect forms, the active participle marker, conditional markers, and negative pronominal forms. The analysis has shown that many differences can be explained by the influence of the neighbouring Ingrian language. There are more contact induced changes in the Luuditsa variety, which is probably the result of more intensive contacts with the Ingrian population in this village. The contemporary Luuditsa variety is a vivid example demonstrating that language change in the Lower Luga area was driven by convergent developments in no lesser degree than by divergent processes.
The purpose of the present paper is to establish pragmatic criteria which help in parsing syntactically ambiguous instances of a sequence of demonstrative pronoun and noun (D_N) in the Kamas text corpus. The paper also gives an account of the Kamas demonstrative system as encountered in the grammatical, lexical and text records.
The article investigates lexical collocations encountered in English as a Foreign Language (EFL) instruction in Estonian upper secondary schools. This is achieved through a statistical analysis of collocations featuring in three coursebooks where the collocations found are analysed in terms of their type, frequency and usefulness index by studying them through an online language corpus (Collins Wordbanks Online). The coursebooks are systematically compared and contrasted relying upon the data gathered. The results of the study reveal that the frequency and range of lexical collocations in a language corpus have not been regarded as an essential criterion for their selection and practice by any of the coursebook authors under discussion.
Artikkel käsitleb terminoloogilist eristamisvajadust: sõjanduse tekstikatkete abil otsin vastust küsimusele, kust läheb piir ülediferentsimise ja erialase mõttetäpsuse huve teeniva eristamisvajaduse vahel. Klassikalise terminiteooria põhiseisukohti on, et erialakeele toimivuse ja ühemõttelisuse tagab fikseeritud kood. Seetõttu on igasugust varieerumist kas taunitud või aktsepteeritud mööndustega ning eeldatud, et mõistete vahel on selged piirid.
Tulemustest selgub, et spetsialistide arusaamad tunnetusväärtusest ja diferentsimisvajadusest erinevad vägagi, mistõttu hägustuvad oskuskeelenähtuste piirid (nt piir sünonüümia, hüponüümia ja polüseemia vahel), tekitades terminipuntraid. Keerukate mõistesuhete puhul võib just vaste laenuandvas keeles olla spetsialistile võti mõiste tuvastamisel, kuigi praktikas on laenuandva keele eeskuju siiani sageli taunitud. Diferentsimise ja ülediferentsimise piiri leidmist komplitseerivad termini kujunemislugu ja kaasnenud mõistemuutused, samuti sotsiokultuurilised tegurid (nt võimusuhted). Ühene pole ka terminikorrastuse mõju: korrastamise nimel langetatud otsused võivad otsuse leviku algfaasis segadust juurdegi tekitada. Analüüsist järeldub, et diferentsimise ja ülediferentsimise piiri otsinguil on üldkehtivate reeglite paikapanek ebaotstarbekas. Pigem tuleks küsida, milliseid aspekte iga konkreetse otsuse puhul arvestada.
[NOTE. This abstract contains diacritics that may not display correctly.]
This article deals with a comparative study of loaned colour vocabulary in the closely related Komi-Zyrian and Komi-Permyak languages. Data were originally collected by using the field method suggested for establishing basic colour terms by Davies and Corbett (1994, 1995). Sixty-five coloured tiles were used as stimuli. The study explored and compared the psychological salience of recent Russian loan colour terms. It was found that loan colour words occurred more in the Komi-Permyak data. The most salient adopted colour term in the Komi-Permyak language is zeĺone̮j ‘green’. In the next stage of basic colour system evolution in Komi-Zyrian and Komi-Permyak, the loan colour terms korič́ńeve̮j ‘brown’, fioĺetove̮j ‘purple’ and oranževe̮j ‘orange’ may appear. At the present stage of colour category development, the Russian basic terms rozovyj ‘pink’ and goluboj ‘light-blue’ are not salient in either language.
Elena Ryabina: Laenvärvinimedest komi keeltes. Artiklis võrreldakse vene laenvärvinimesid omavahel lähedalt suguluses olevas sürjakomi ja permikomi keeles. Andmed on kogutud Daviese ja Corbett’ (1995) välimeetodiga. Uurimuses on kasutatud 65 standardset Color-aid Corporationi värvitahvlit. Uurimuse eesmärk on laenvärvinimede psühholoogilise esilduvuse väljaarvutamine ja võrdlemine. Tulemused näitavad, et permikomi andmestik sisaldab rohkem laenvärvinimesid. Kognitiivse esiletuleku indeksi järgi on neist psühholoogiliselt esilduvaim zeĺone̮j ‘roheline’. Põhivärvinimede süsteemi arenedes võivad komi keeltes eeldatavasti leksikaliseeruda korič́ńeve̮j ‘pruun’, fioĺetove̮j ‘lilla’ ja oranževe̮j ‘oranž’, sest need on mõlemas komi keeles kodunenud. Laenvärvinimed rozovyj ‘roosa’ ja goluboj ‘helesinine’ ei ole praegusel põhivärvinimede arenguetapil psühholoogiliselt esiletulevad kummaski komi keeles.
Märksõnad: laensõna, põhivärvinimi, psühholoogiline esilduvus, sürjakomi keel, permikomi keel
Artikkelissa tarkastellaan Tarton yliopiston teologianopiskelijan Wilhelm Julius Moritzin viron kielen luentomuistiinpanoja vuosilta 1828–1829. Luentomuistiinpanojen käsikirjoitus on tallennettu Tartossa olevaan Viron kirjallisuusmuseon kulttuurihistorialliseen arkistoon. Viron kielen lehtoraatti perustettiin Tarton yliopistoon syyskuussa 1803. Lehtorin tehtävänä oli viron kielen opettaminen saksankielisille opiskelijoille, tuleville pappismiehille. Tarton yliopiston viron kielen lehtorina toimi vuosina 1826–1837 Johann Samuel Friedrich Boubrig. Moritzin luentomuistiinpanojen avulla artikkelissa esitellään viron opetuksen sisältöä, opetuskirjallisuutta sekä opetuksessa käytettyjä metodeja. Boubrigin viro toisena kielenä -opetus on ollut vahvasti teoreettinen ja kielioppipainotteinen. Opetuskielenä on ollut saksa. Lehtori on yrittänyt luoda laajempaa näköalaa kielisukulaisuuteen. Hän on perehdyttänyt opiskelijansa käynnissä oleviin keskusteluihin viron kielen uudistamisesta. Käytännön kielitaito opiskelijan oli todennäköisesti hankittava ex usu.
Psycholinguistic alignment is a process in which interlocutors automatically adapt their lexical, structural and conceptual representations, enhancing both comprehension and production. Multilingual constellations also demonstrate alignment patterns, but rely on more monitoring than automatic alignment. This paper focuses on lingua receptiva – a multilingual communicative mode in which speakers use their own language and have enough proficiency to understand each other. Whenever L2 proficiency does not guarantee mutual understanding, compensatory strategies such as code-switching (CS) can be applied. In actual mono- and multilingual constellations, it is more common to use one language at a time, yet in this experiment the participants were invited to communicate in the mode of lingua receptiva. Nonetheless, CS occurred in the data and was analysed in the framework of language contact. Alternations and insertions were the main forms, and their distribution depended on L2 proficiency, attitudes and exposure. It is concluded that CS can function as an alignment strategy.
The Nobel Prizes are widely regarded as the ultimate achievement by researchers, writers and politicians. Due to its uniqueness and the values it stands for, the Nobel Peace Prize seems increasingly important in the modern world. To this point, no Romanian citizen was awarded this prize, but how many of them were nominated and how close were those nominated to winning this prize? Based on the archives of the Nobel Institute, this paper presents the Romanian nominees during the interwar period, their image and their activity as it appears in the nomination letters. The documents show that the name of some Romanians appears in the letters of nomination for the Nobel Peace Prize, their works and ideas being of a real interest. Those who nominated them tried to influence the decisions of the Nobel Committee in favor of their candidate. The results were not positive, but Romanians, the nominees as the nominators, were among those keeping pace with the events, the politics and the peace movements in Europe during a troubled time.
Between the Acts of Union and, respectively, of Independence of 1918 and 1926 Romania and Lithuania shared no strategic interests or common regional politics. Although the Bucharest diplomacy insistently asked Warsaw to debate over its Baltic policy, at the end the Romanian-Polish anti-Soviet alliance became one of the most important pieces of so-called “cordon sanitaire” geopolitics, which included Baltic and Black Seas regions countries, but no Lithuania. Both states became locked in cold relations with no contacts and no recognition (until August 1924), which was due to regional politics, but contrary to common interests. The diplomatic relations, officially opened in August 1924, lacked any practical political consequences. The Kaunas coup d’état of December 1926 had little political and media impacts in Bucharest and, in the rarely definitions of Antanas Smetona new nationalist regime, most of Romanians condemned it (contrary with their attitude towards the coup d’état of Warsaw in May 1926). It was only in the last half of the ‘30s that between Bucharest and Kaunas new avenues in bilateral relations had opened, the impact of the fortunate decision of foreign minister Nicolae Titulescu in 1934 to create a Romanian Legation to cover Lithuania.
<p>Käesolev uurimus kuulub sõnastikuajaloo ja sõnastikuvõrdluse valdkonda. Johannes Silveti (1895–1979) “Inglise-eesti sõnaraamat” on tuntuim inglise-eesti sõnaraamat. Uurimuse eesmärk on käsitleda sarnasusi ja erinevusi sõnaraamatu kolmes esimeses väljaandes. Käsitlus põhineb sõnastiku nelja segmendi võrdlusel (checked–chimneypot, <em>heap–hedgehog, pressure–primitive </em>ja <em>turquoise–Tzigany</em>)<em>. </em>Silveti sõnaraamatu kolm esimest väljaannet on kumulatiivsed selles mõttes, et uus materjal lisandub vanale materjalile. Segmentide võrdlus näitas 2,8% kasvu sõnaraamatu teises ja 25% kasvu kolmandas väljaandes. Nii teises kui ka kolmandas väljaandes välja jäetud märksõnade arv on väike. Teise väljaande puhul saab väita, et osa lisandusi ja väljajätte tehti ideoloogilistel kaalutlustel. Kolmanda väljaande probleem seisneb aga selles, et kuigi sõnaraamat on võrreldes teise väljaandega tublisti kasvanud, jääb ta ajale jalgu. Võimalikud on kaks lahendust – kas sõnaraamat radikaalselt ümber töötada või koostada täiesti uus sõnaraamat.</p> <p>DOI: http://dx.doi.org/10.5128/ERYa5.20</p>