scholarly journals Episteemilise modaalsuse leksikaalsete väljendusvahendite tajumisest: arvatavasti, äkki ja võib-olla

2016 ◽  
Vol 7 (2) ◽  
pp. 187-207
Author(s):  
Laura Tüüts ◽  
Reili Argus
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Average Degree ◽  
Epistemic Modality ◽  
The Other ◽  
Epistemic Value ◽  
Context Sentence ◽  
Context Factors ◽  
Degree Of Certainty ◽  
Foreign Language Skills

Kokkuvõte. Artiklis on vaatluse all episteemilise modaalsuse leksikaalsete väljendusvahendite (markerite) arvatavasti, võib-olla ja äkki tõenäosuse tajumine. Vaadeldakse, kui palju oleneb markerite tõenäosuse tajumine kontekstist, näiteks tugevast või nõrgast eeldusest ehk olemasoleva informatsiooni rohkusest, markeriga lause agendi soost ja keelevälistest teguritest ehk vastajate soost ja vanusest. Markerite tõenäosuse taju uurimiseks koostati internetikatse, millele vastas 328 eesti keelt kõnelevat inimest, kellest noorim oli alla 18-aastane ja vanim üle 60. Tulemustest selgus, et kolmest markerist tajutakse kõige tugevamat tõenäosust väljendavana markerit arvatavasti, pisut nõrgemana tunnetatakse võib-olla ja äkki tõenäosust. Kontekstil on markerite tõenäosuse tajumisel oluline roll: tõenäolisemana tajutakse lauseid, mille kontekst on tugevama eeldusega, mitmetähendusliku kontekstiga lauseid tajutakse aga hoopis nõrgema tõenäosusega. Markerite tõenäosuse tajumist mõjutavad ka keelevälised tegurid, nagu vastaja sugu ja vanus.Abstract. Laura Tüüts and Reili Argus: The comprehension of lexical epistemic markers: the Estonian adverbs arvatavasti (‘probably’), äkki (‘perhaps’) and võib-olla (‘maybe’). The paper analyses the comprehension of epistemic modality markers arvatavasti ‘probably’, võib-olla ‘maybe’ and äkki ‘perhaps’. The study focuses on the connections between the nature and the amount of context in the comprehension of epistemic markers which belong to the class of markers with average degree of certainty. In addition to the influence of context, factors like the gender of the agent in the context sentence, as well as the respondent’s gender, age, education and foreign language skills have been analysed according to different markers and context types. Answers of 328 Estonian-speaking respondents (aged 18–60) revealed that the marker arvatavasti ‘probably’ has the strongest epistemic value, while the other two markers under observation have a somewhat weaker epistemic value. Context has a big impact on the comprehension of all three markers: sentences with stronger premises were comprehended as expressing stronger certainty, and the sentences with ambiguous context were comprehended as expressing the weakest certainty. Factors like the gender of the agent in the context sentence as well as the respondent’s gender have some influence on the comprehension of epistemic markers, while factors like foreign language skills and education do not have such a strong effect on the comprehension of epistemic modality markers.Keywords: epistemic modality; lexical markers; comprehension of probability; Estonian

scholarly journals Suullisen kielitaidon ja ääntämisen tutkimuksesta soveltavan kielentutkimuksen alalla Suomessa

2018 ◽  
pp. 3-17
Author(s):  
Mikko Kuronen ◽  
Pekka Lintunen ◽  
Tommi Nieminen
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Spoken Language ◽  
The Other ◽  
Research Network ◽  
Language Studies ◽  
Introductory Article ◽  
Language Research ◽  
Proportional Decrease ◽  
Foreign Language Skills

AFinLA’s research network for Speech and Spoken Language Research was established in 2014. This is the first thematic publication from the network. This introductory article introduces and classifies the other articles in this collection. In addition, we examine earlier AFinLA publications from the preceding four decades and evaluate the extent of pronunciation or spoken language research in AFinLA’s publication series. In our analysis, we noticed that studies related to pronunciation or spoken language research formed ca. 12 % of the total volume of published articles. There has been a slight proportional decrease in number during the decades. Spoken language studies have been more common than studies focusing on pronunciation. The tar- get languages have been most commonly either Finnish or English. The main focus has often been on learning or assessing foreign language skills, but studies focusing on the teaching of pronunciation or spoken language have so far been very rare in Finland.

scholarly journals Increasing Engagement in French and Francophone Studies: Structured Journaling on the Emotions in La Fayette's La princesse de Clèves

PMLA ◽  
2015 ◽  
Vol 130 (5) ◽  
pp. 1476-1480
Author(s):  
Logan J. Connors
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Literary Representations ◽  
Francophone Studies ◽  
Classroom Discussions ◽  
Daily Lives ◽  
Similarities And Differences ◽  
Emotional Events ◽  
Difficult Subject ◽  
Foreign Language Skills

Literary representations of emotions fascinate us as readers; they connect to us logically and naturally because we experience in our daily lives many of the emotional events depicted in novels, plays, and poems. Students are intrigued by the similarities and differences between their everyday feelings and the emotions represented in literature. Emotions are thus interesting processes to study, and in classroom discussions and activities most students have something to say about them. For this reason, I use emotion (broadly defined) as an important subject of inquiry in my literature and culture classes. In what follows, I share a structured journaling assignment based on emotion that helps students read with more detail, improves their foreign language skills, and boosts their engagement with difficult subject matter.

Effective Usage Of Game Activities, Dialogues And Role-Plays In Communicative Language Teaching

2021 ◽  
Vol 03 (02) ◽  
pp. 72-79
Author(s):  
Fotima Abduvosiyevna Rafikova ◽  
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
English Language ◽  
Communicative Competence ◽  
Language Skills ◽  
Communicative Language Teaching ◽  
Foreign Languages ◽  
National Standard ◽  
Language Competence ◽  
Foreign Language Skills

At present, the English language is being taught by adapting world standards of Common European Framework Reference (CEFR) for teaching foreign languages to our national educational system. According to the Uzbek national standard the knowledge of the foreign language competence from the first to fourth grade is defined as A 1- for the beginner level. This article will disclose the formation and development of primary school learners’ foreign language skills through communicative competence.

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