Modaalverbide saama ja võima konstruktsioonid B1- ja B2-taseme 19 kirjalikus õppijakeeles kui keeleoskuse arengu näitaja

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.