Hasil untuk "Finnic. Baltic-Finnic"

Reili Argus, Tiina Rüütmaa

Artikli eesmärk on anda ülevaade eesti keelt teise keelena omandavate 9–10-aastaste keeleõppijate kirjalike tööde leksikaalsete vahendite ja grammatiliste konstruktsioonide arengust kuue kuu jooksul (2023. a sügis – 2024. a kevad). Kokku 10 õppija sõnavara ja grammatilisi konstruktsioone kirjeldatakse sõnavara ulatuse, sõnaliigilise jaotumuse, eri keeleoskustasemete sõnavara ulatuse ja grammatiliste konstruktsioonide põhjal. Kirjalike tööde sõnavara ulatus kuue kuuga oluliselt ei muutunud, sõnavara arengut näitas tegusõnalekseemide ja sidesõnade ning kõrgemate keeletasemete sõnavara lisandumine. Konstruktsioonide arengut ilmestas peamiselt keele mitmekesisuse suurenemine, üksikud uued konstruktsioonitüübid olid komplekssemad ja variatiivsemad. Vaadeldes kirjalike tekstide sõnavara ja konstruktsioonide seoseid, selgus, et pikem tekst tähendas ka ulatuslikumat sõnavara, rohkem kõrgema keeletaseme sõnu ning rohkem eri tüüpi konstruktsioone. Samas ei olnud seos sõnade ja konstruktsioonide vahel üksühene: komplekssemad konstruktsioonid ei pruukinud sisaldada komplekssemaid sõnu ja keerukamaid sõnu ei kasutatud tingimata keerukates konstruktsioonides. *** "Vocabulary and constructions in the written texts of young language learners" *** The aim of this article is to provide an overview of the development of lexical resources and grammatical constructions in the written works of 9–10-year-old learners acquiring Estonian as a second language over a period of six months (autumn 2023 – spring 2024). The vocabulary and grammatical constructions of a total of 10 learners are described based on variety of vocabulary, distribution of word classes, vocabulary across different language proficiency levels, and grammatical constructions. The variety of vocabulary in the written texts (measured by the Guiraud’s index) did not change significantly over six months. However, vocabulary development was indicated by the addition of verb lemmas, conjunctions, and vocabulary from higher language proficiency levels. The development of constructions was mainly characterized by increased linguistic diversity, with a few new construction types becoming more complex and varied. Examining the relationship between vocabulary and constructions in the written texts revealed that longer texts contained a broader vocabulary, more words from higher language levels, and a greater variety of constructions. However, the relationship between words and constructions was not one-to-one: more complex constructions did not necessarily include more complex words, and more advanced words were not necessarily used in complex constructions.

Ernesta Kazakėnaitė, Rogier Blokland

Among the holdings of the National Library of Sweden there is a manuscript titled Pater noſter: Varijs Linguis ‘Lord’s Prayer: in various languages’, which contains 20 translations of the Lord’s Prayer. The last page of this manuscript is very defective, and its language was not identified in the first study to mention this manuscript (Biezais, Haralds. 1955. Ein neugefundener Text des lettischen Vaterunsers aus dem 16. ­Jahrhundert. Nordisk Tidskrift för bok- och biblioteksväsen 42. 47–54). However, last year it was found to be a southern variety of Saami. Earlier manuscripts of the Lord’s Prayer in Saami are unknown, making this potentially the oldest known Saami text in manuscript form that has survived to the present day. Although it has not been possible to decipher the entire text, this article provides a tentative transcription and compares it to the first known published Lord’s Prayers in Saami from 1619. Additionally, it briefly presents the manuscript and its history, and gives some background on the activities of the church in northern Sweden during the 16th century when such translations came into existence. Kokkuvõte. Ernesta Kazakėnaitė, Rogier Blokland: Varajane Meieisa palve lõunapoolses saami keele variandis. Rootsi Rahvusraamatukogu kollektsioonis on käsikiri pealkirjaga Pater noſter: Varijs Linguis „Meieisapalve: erinevates keeltes“, mis sisaldab 20 meieisapalve tõlget. Käsikirja viimane lehekülg on osaliselt loetamatu ja selle teksti keelt ei tuvastatud esimeses uuringus, milles käsikirja mainiti (Biezais, Haralds. 1955. Ein neugefundener Text des lettischen Vaterunsers aus dem 16. Jahrhundert. Nordisk Tidskrift för bok- och biblioteksväsen 42. 47–54). Aastal 2023 avastas artikli esimene autor, et tegemist on ilmselt lõunapoolse saami keele variandiga. Muid varaseid saamikeelseid meieisapalve käsikirju ei ole teada, seetõttu on kõnealune käsikiri potentsiaalselt vanim teadaolev saamikeelne tekst, mis on tänapäevani säilinud. Kuigi kogu teksti ei olnud võimalik dešifreerida, esitatakse käesolevas artiklis selle esialgne transkriptsioon ja võrreldakse seda esimese teadaoleva, 1619. aastal avaldatud saamikeelse meieisapalve tekstiga. Lisaks tutvustatakse lühidalt käsikirja ja selle ajalugu ning antakse mõningaid taustteadmisi Rootsi kiriku tegevusest Põhja-Rootsis 16. sajandil, mil selliseid tõlkeid tekkis.

Katriina Rantala

Tässä artikkelissa tarkastellaan oppimateriaalien käsittelyä suomea toisena kielenä oppivien välisessä luokkahuonevuorovaikutuksessa. Tutkittavat tilanteet ovat asiointitilanteita simuloivia keskusteluharjoituksia, joissa oppijat toimivat ostajan ja myyjän rooleissa. Oppimateriaalina käytetään kuvallisia kortteja, jotka edustavat ostamisen kohteita. Tarkastelen multimodaalisen keskustelunanalyysin avulla, millä tavalla korttien käsittely, erityisesti niiden siirtäminen, jakaantuu osallistujien välille ja millä tavalla nämä käytänteet tuovat esille ja tukevat oppijoiden toimijuutta. Yleisin käytänne on ostosta ilmoittavan vuoron muotoilu ja tulkinta pyynnöksi, jolloin ostaja aloittaa toimintajakson ja myyjä siirtää korttia. Tämä muotoilee toiminnasta yhteisen projektin, jossa toimijuus jakautuu molempien osallistujien välille. Harvinaisemmissa tilanteissatoisen oppijan toimijuus korostuu: toisessa tapauksessa ostaja poimii kortit itse ikään kuin omana projektinaan, ja toisessa myyjä viivyttää kortin poimimista. Nämä tilanteet edustavat eräänlaisia ääripäitä toimijuuden jakautumisen suhteen. Samalla ne synnyttävät oppimista mahdollistavia tilanteita joko autenttisuuden kaltaisuuden kautta tai laajentamalla asiointitilannetta minimivuorojen yli. Materiaalien käsittely toimii keskeisenä vuorovaikutuksen resurssina, jonka kautta harjoitustoiminnan vaihetta ja yhteisymmärryksen saavuttamista ostamisen kohteesta tuodaan näkyväksi. "Materials use in L2 classroom interaction: The practices of card handling in the construction of agency and joint action in a shop encounter task." As we are constantly surrounded by different objects and use them as resources for social interaction, different materials are also essential in classrooms. Learning and teaching materials often guide the classroom agenda, but they are also used as physical objects in interaction. In the language classroom context, learners can use materials to pursue their learning, for example, by initiating and formulating actions that are relevant to their learning process. This conversation analytic study investigates the use of learning materials in Finnish as L2 classroom interaction. The video data come from a sort of role-play, which simulates a shop encounter. In the task, adult beginner level learners play the roles of buyer and seller. The learning materials used are cards with pictures of products and their prices, which represent items to be bought. The study examines how the handling and transfer of the materials is distributed among the participants and how these practices demonstrate and enhance learners' agency.

E. Ernits

names, only two are of Russian origin (a ratio of 6 to 1 in favor of Finnic toponyms), namely Fridrihsgami-ʼHamina’ and Finski zalif ʼGulf of Finland’. A total of 31 objects in Russia (except Ingria) are represented by Votic 33 toponyms. About a third of them are of Baltic origin ( Moskov , Ouduva-ʼGdov’, Viipuri ʼVyborg’, etc.; ratio 1 : 3). Besides Moscow and Novgorod, the Votians were known by some names denoting the Karelian Isthmus, the western part of the Pskov region and other places ( Koivisto , Novgoroda-, Vopskova ʼPskovʼ, etc.). The latter is based on the colloquial Russian name. Siberia and the Far East are only mentioned as a region. Russian toponyms imitate Russian pronunciation in varying degrees. When using Russian place names, occasional switching to the source language can be observed, especially recently.

T. Tuisk, N. Pharao

Livonian is a Finnic language that differentiates between two contrastive phonological word tones: the broken tone and the plain tone. The broken tone is similar to the Danish stød in some respects and is said to be part of the word tone systems of the phonologies of languages in the Baltic region. The most characteristic acoustic reflexes of words with stød are the pitch contour’s rising-falling or falling shape and (occasional) creaky phonation. These characteristics have been documented in controlled speech. This paper presents findings for the tonal contrast in Livonian utterances in natural speech elicited from ten native speakers. To analyze the f0 contours associated with the stød contrast, generalized additive models (GAMs) were used. Interestingly, the findings show that the only clear difference occurs in disyllabic words in the speech of men. Men have a clearly rising-falling f0 contour in disyllabic words with stød, but a level-falling contour in words without stød. Women have a falling contour both in words with and without stød, i.e., the contrast appears to be neutralized in spontaneous speech for this group. The results indicate accommodation to the surrounding majority language of Latvian.

Maciej Janicki, Kati Kallio, Mari Sarv et al.

This demonstration presents the user interface Runoregi used for exploring text similarity inlarge collections of Finnic oral poetry. We showcase the different views of the interface and their applications in folkloristic research.

Yelena Sesselja Helgadóttir, Maciej Janicki

This article explores the possibilities of applying Runoregi – a user interface for browsing automatically computed textual similarity, originally designed for studying the Finnic oral tradition – in the research of Icelandic post-medieval þulur. Along with challenges common to oral poetry collections, the latter corpus presents some peculiar issues related to the specificity of the genre, as well as to the difference between Icelandic and the Finnic languages. Preliminary results show that the automatic poem clustering featured in Runoregi corresponds well to an existing scholarly analysis, while features such as dendrograms, side-by-side alignments or similar passage search are useful in exploratory research.

Erik Kormos

The names of the days of the week in the Southern-Estonian Võro and Seto The names of the days of the week in European languages show a high rate of diversity due to different kinds of cultural and linguistic influence and bor- rowings. Besides the systems based on astrology and mythology, ordinal numbers, and spatial relations, we also find some mixed systems. In my work, I compare the names of the days in the closely related southern Estonian varieties Võro and Seto, as well as in northern Estonian. Areal in- fluences of the Baltic region played a role in the emergence of the names of the days in these varieties. These varieties possibly borrowed from Latvian, Estonian or Russian. The other smaller Finnic languages of the Baltic region are similar in this respect. Apart from the special name for Saturday, the names of the days both in Võro and Seto correspond to those found in northern Estonian. Despite their different religions (the Võros being Lutherans and the Setos being Ortho- dox), the names of the days are the same in the two varieties. The names of Monday, Tuesday, Wednesday and Thursday are based on ordinal numbers, the name of Friday is of astrological-mythological origin, and the name of Sunday has religious roots. Only the neighboring Livonian language has the same name for Saturday as Võro and Seto. The last chapter of the Seto translation of the Gospel of Matthew discusses the sacred names of Saturday, which emerged in Seto due to influence from northern Estonian. Because of the lack of Bible translations, this is missing from Võro. As an effect of Russian orthodox culture, the last Friday of July, the day of Saint Paraskeva, bears the name päätnitsapäiv in Seto. This name is based on an ordinal number, cf. Russian пятница (< пять ‘five’). Keywords: Estonian language, South-Estonia, dialect, Seto dialect, Võro lan- guage, week days, calendar

L. Vaba

with the -ik suffix, of the noun nurm ’(grain)field; meadow, grassland’, which has previously been regarded as of dubious etymological origin. Analogous deriva - tions to nurmik are found in the Baltic languages as well. pugal : pugala ~ pugali ’multicolored, spotted (animal, bird) etc’ occurs throughout the Estonian language area. It lacks equivalents in other Finnic languages. Julius Mägiste has suggested that pugal may be a secondary, back-vowel variant of pügal ’notch, indent’, an explanation which has been accepted in later etymological literature with no reservations. Parallel existence of back-and front-vowel variants of the same stem is not unusual in Finnic languages, but in such cases the variants do not sharply diverge semantically (synchronically), nor does the etymological connection become blurred or even broken. Phonologi - cally and semantically suitable comparison material to Estonian pugal is found in dialectal Russian бугли́ть ’to make multicolored, variegated’, буго́ль f ’spot, fleck, speckle (in an animal’s fur)’. The etymological relationship between the Estonian and Russian words is not clear, i.e. the borrowing may have occurred in either direction.

Tatyana Boyko, N. Zaitseva, N. Krizhanovskaya et al.

Abstract. A growing priority in the study of Baltic-Finnic languages of the Republic of Karelia has been the methods and tools of corpus linguistics. Since 2016, linguists, mathematicians, and programmers at the Karelian Research Centre have been working with the Open Corpus of the Veps and Karelian Languages (VepKar), which is an extension of the Veps Corpus created in 2009. The VepKar corpus comprises texts in Karelian and Veps, multifunctional dictionaries linked to them, and software with an advanced system of search using various criteria of the texts (language, genre, etc.) and numerous linguistic categories (lexical and grammatical search in texts was implemented thanks to the generator of word forms that we created earlier). A corpus of 3000 texts was compiled, texts were uploaded and marked up, the system for classifying texts into languages, dialects, types and genres was introduced, and the word-form generator was created. Future plans include developing a speech module for working with audio recordings and a syntactic tagging module using morphological analysis outputs. Owing to continuous functional advancements in the corpus manager and ongoing VepKar enrichment with new material and text markup, users can handle a wide range of scientific and applied tasks. In creating the universal national VepKar corpus, its developers and managers strive to preserve and exhibit as fully as possible the state of the Veps and Karelian languages in the 19

Piret Soodla, Tiiu Tammemäe

In 2018, the International Early Learning and Child Well-being Study (IELS) was conducted in Estonia, England, and the United States (OECD 2020a). The present study focuses on emergent literacy and examines the effects of language and gender on five-year-old Estonian children’s test performance in different subskills of emergent literacy. The sample comprised of the test performance of 1611 Estonian-speaking and 444 Russian-speaking children who attended kindergartens in which Estonian and Russian were the language of instruction, respectively. Children’s vocabulary, sentence and narrative comprehension, and phonological awareness were assessed. The results indicated the main effect of language on the majority of the subskills, reflecting better test performance among Russian-speaking children compared to their Estonian-speaking peers. In addition, girls performed significantly better than boys on most of the tasks. *** Eesti ja vene 5-aastaste laste kujunev kirjaoskus – mis alaoskused on erinevuste taga? *** 2018. aastal viidi Eestis läbi rahvusvaheline alushariduse ja laste heaolu uuring IELS (OECD 2020a). Uuriti 5-aastaste laste kujunevat kirjaoskust, arvutamisoskust, eneseregulatsiooni- ja sotsiaal-emotsionaalseid oskusi. Käesolevas uuringus keskendusime eesti laste tulemustele kujunevas kirjaoskuses. Eesmärk oli kirjeldada keele ja soo mõju laste sooritusele sõnatähenduse tundmises, lausete ja teksti mõistmises ning fonoloogilises teadlikkuses. Lähtuvalt eesmärgist püstitasime järgmise uurimisküsimuse: missugune on keele ja soo peamõju ja koosmõju laste sõnatähenduse tundmisele, lausete mõistmisele, tekstimõistmisele ja fonoloogilisele teadlikkusele? Valimisse kuulusid eesti emakeelega lapsed, kes käisid eesti õppekeelega lasteaias (N = 1611), ja vene emakeelega vene õppekeelega lasteaias käivad lapsed (N = 444). Sooline jaotuvus valimites oli võrdne: tüdrukuid oli 50% ja poisse 50% nii eesti kui ka vene valimis. Laste vanus uuringu hetkel oli keskmiselt 5,52 aastat (SD = 0,28). Lapsed sooritasid tahvelarvutis ülesandeid, millega hinnati sõnatähenduse tundmist, lausete ja jutustava teksti mõistmist ja fonoloogilist teadlikkust. Tulemused näitasid, et keel ja sugu avaldasid enamike alaoskuste osas mõju laste tulemustele, peegeldades vene laste mõnevõrra kõrgemaid testitulemusi kui eesti lastel ning tüdrukute paremaid oskusi, võrreldes poistega. Siinne uuring on esmakordne laiapõhjaline võrdlev uurimus, mis on läbi viidud eesti ja vene lasteaialaste hulgas. Kuna uurimuse analüüsis ilmnes, et eesti- ja venekeelsed hindamisvahendid olid raskusastmelt väga sarnased, saame järeldada, et erinevused testitulemustes eesti ja vene laste vahel ei tulenenud testide spetsiifikast, vaid olid pigem seotud hinnatavate oskuste erinevustega eesti ja vene laste vahel. Seega võib oletada, et PISA uuringutes korduvalt näidatud vene õppekeelega koolide õpilaste mahajäämus eesti õpilastest lugemisoskuses ei saa alguse mitte lasteaiast, vaid on pigem seotud õpetamise vajakajäämistega põhikoolis. Leitud seosed keele ja soo ning kujuneva kirjaoskuse alaoskuste vahel osutavad edasise uurimistöö vajalikkusele, mis peaks keskenduma vene ja eesti õppekeelega lasteaedade ja koolide õpikeskkonna ja laste arengu vahelistele seostele.

T. Kivisild, Lehti Saag, Ruoyun Hui et al.

Anton Malmi, Pärtel Lippus

Artiklis uuritakse palatalisatsiooni mõju konsonandi ja talle eelneva vokaali häälduskohale ja kestusele. Katse viidi läbi elektromagnetartikulograafi abil, mis mõõdab katseisiku artikulaatoritele liimitud sensorite liikumist kolmemõõtmelises ruumis. Tulemused näitasid, et palataliseerimisega kaasnes konsonandi ja talle eelneva vokaali hääldamisel keele kõrgem ja eespoolsem asend. Keele eesosa kõrgus oli vähesel määral palatalisatsioonist mõjutatud, kuid kõrguse muutumine ei olnud süsteemne. Tulemused ei näidanud palatalisatsiooni süstemaatilist efekti ka konsonandi ja talle eelneva vokaali kestusele. Ainult üksikutel juhtudel pikenes hääliku kestus palataliseeritud kontekstis olulisel määral. Abstract. Anton Malmi and Pärtel Lippus: The position of the tongue in Estonian palatalization. This article analyses the effect of secondary palatalization of alveolar consonants on the place of articulation and the segmental duration in Estonian CVC words. The study was carried out with 21 test subjects using a Carstens AG501 electromagnetic articulograph. The results show that the place of articulation of palatalized consonants was always higher and more anterior than that of non-palatalized consonants. The back of the tongue was raised towards the hard palate, but the height of the apical part of the tongue was not systematically affected by palatalization. With few exceptions, the duration of the vowels and consonants were not affected by palatalization. Keywords: articulatory phonetics, experimental phonetics, articulation, palatalization, Estonian, duration, Carstens AG501

E. Haman, Magdalena Łuniewska, Pernille Hansen et al.

ABSTRACT This article investigates the cross-linguistic comparability of the newly developed lexical assessment tool Cross-linguistic Lexical Tasks (LITMUS-CLT). LITMUS-CLT is a part the Language Impairment Testing in Multilingual Settings (LITMUS) battery (Armon-Lotem, de Jong & Meir, 2015). Here we analyse results on receptive and expressive word knowledge tasks for nouns and verbs across 17 languages from eight different language families: Baltic (Lithuanian), Bantu (isiXhosa), Finnic (Finnish), Germanic (Afrikaans, British English, South African English, German, Luxembourgish, Norwegian, Swedish), Romance (Catalan, Italian), Semitic (Hebrew), Slavic (Polish, Serbian, Slovak) and Turkic (Turkish). The participants were 639 monolingual children aged 3;0–6;11 living in 15 different countries. Differences in vocabulary size were small between 16 of the languages; but isiXhosa-speaking children knew significantly fewer words than speakers of the other languages. There was a robust effect of word class: accuracy was higher for nouns than verbs. Furthermore, comprehension was more advanced than production. Results are discussed in the context of cross-linguistic comparisons of lexical development in monolingual and bilingual populations.

Adél Furu

The article deals with the measures Finland has had to take in order to determine Russia and other states to recognize Finland as an independent republic. Independence Day in Finland is not a time of festivity but a time of contemplation. We analyze the attitude problems of other countries in recognition of Finland’s independence: Nordic and Western countries but especially Russia. It is also important to investigate in what ways the Finnish government handled relations with Russia and the nature of their relation around 1917. This study also outlines how the Finnish government has acted to obtain the recognition of Finland’s independence by other states. History is explored – in addition to the great state and ideological events – also at the level of everyday life as well as the economic and living conditions. We look at the way people have experienced the period preceding the independence and the year of independence itself. The study presents how the traditions of Independence Day have already stabilized in the early years of independence and how they continued to be respected till nowadays; how the Finns have committed to the official symbols of the country and how these symbols have been rethought and changed since the 19th century.

Silviu Miloiu

Full content of the Romanian Journal for Baltic and Nordic Studies, volumes 1-10.

Magdalena Łuniewska, E. Haman, Sharon Armon-Lotem et al.

Maarja Siiner

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 sünd. Eesti keeleõppe korraldamise võimalikkusest välismaal Taani näitel" Hargmaisus, kasvav väljarändajate arv ja sellega ka eesti keele rääkijate hulk välismaal on jätnud oma jälje eesti keelepoliitikale. Kui varem uuriti peamiselt seda, kuidas eesti keel muukeelses kontekstis muutub, siis viimasel kümnendil on riik asunud aktiivselt toetama eesti keele jätkuvat kasutamist välismaal, rahastades rahvuskaaslaste programmi abil haridusprogramme. Kuid millised faktorid määravad selle, kas uus eestlaste põlvkond oskab ja tahab eesti keelt rääkida? Artikkel hindab etnograafilises ja sotsiolingvistilises võtmes Kopenhaagenis kolm aastat tegutsenud Eesti Kooli ja Lasteklubi näitel, millised on keelekasutust soodustava tegevuse reaalsed väljakutsed. Selle mõistmiseks on vaja analüüsida nii Eesti kui Taani keelehariduse poliitikat, aga ka seda, kuidas hargmaisus mõjutab uute põlvkondade suhet emakeelega.

Yrjö Lauranto

This article examines object case marking in a Finnish verb structure called the Projected Directive Construction, e.g. Liisa pyysi Matti-a lähte-mä-än ‘Liisa asked Matti to leave’ (Liisa.NOMINATIVE asked Matti-PARTITIVE leave-INF-ILLATIVE). The PDC is divided into three subtypes. Type A includes verbs such as pyytää ‘to request’, which take a partitive object regardless of the outcome of the action. Verbs used in type B, such as määrätä ‘to order’, take an accusative object despite the result of the action. Type C comprises verbs such as suostutella ‘to persuade’ taking either a partitive or an accusative object, depending on the outcome of the semiotic causation expressed in the clause. The object case marking in the three subtypes reflects the two-faceted nature of the construction: on the one hand, it is a construction used for reporting of speech, on the other, it is a causative construction. It seems that boundedness – as it has traditionally been defined – does not suffice to describe the alternation of the object case in the PDC. Kokkuvõte. Yrjö Lauranto: Projitseeritud direktiivsed konstruktsioonid ja objekti käände markeerimine soome keeles. Artiklis käsitletakse objekti käänet soome keele projitseeritud direktiivses konstruktsioonis (PDK), nt Liisa pyysi Matti-a lähte-mä-än ‘Liisa palus Matit ära minna’. PDK võib jagada kolme alltüüpi. Tüüp A sisaldab verbe nagu pyytää ‘paluda’, mis nõuavad partitiivobjekti, sõltumata tegevuse tulemusest. Tüüp B verbid nagu määrätä ‘käskida’ nõuavad akusatiivobjekti, sõltumata tegevuse tulemuslikkusest. Tüüpi C kuuluvad verbid nagu suostutella ‘veenda’, mis võivad võtta nii partitiivse kui akusatiivse objekti, sõltuvalt lausega väljendatud semiootilise põhjustatuse tulemusest. Kolme alltüübi käändemarkeering peegeldab konstruktsiooni kahetist olemust: ühelt poolt kasutatakse konstruktsiooni kõne vahendamiseks, teiselt poolt on tegemist kausatiivse konstruktsiooniga. Seega ei piisa PDK objekti käändevahelduse selgitamiseks vaid piiritletuse mõistest. Võtmesõnad: objekti käände markeerimine; piiritletus; akusatiiv; partitiiv; kõne ja mõtete vahendamine; projitseerimine; kausatiivne konstruktsioon; soome keel

Heete Sahkai, Meelis Mihkla, Hille Pajupuu

Saatesõna ESUKA – JEFUL erinumbrile “Kõneuurimise suundi”.