Eesti Rakenduslingvistika Uhingu Aastaraamat最新文献

{"title":"Acquisition of noun derivation in Estonian and Russian L1","authors":"Reili Argus, V. Kazakovskaya","doi":"10.5128/ERYA14.02","DOIUrl":"https://doi.org/10.5128/ERYA14.02","url":null,"abstract":"Acquisition of derivation is not a well-studied area in first language research and a comparative approach to the acquisition of derivation in different languages doesn’t exist. There is no information on how a child acquires derivation in a language with a rich and regular system of derivational patterns, or in a language where derivation is productive, but the system of derivational patterns is opaque. According to general ideas of complexity in a language, the child should start to use simplex stems first and, only after that, complex ones, that is, complexity should increase in the course of acquisition. Our paper is intended to address these issues, based on longitudinal child data from typologically different languages, Estonian and Russian. The results revealed significant differences in the acquisition of noun derivation in the two languages under observation. The system of noun derivation is acquired at a faster pace in Russian, while Estonian children have far fewer noun derivatives in their speech and they use different derivation suffixes with less regularity. Even so, the so-called building block model may be applied for both languages only partially. *** Nimisonatuletuse omandamine varases eesti ja vene keeles Nimisonatuletuse omandamine ei ole esimese keele omandamise uuringute kuigi pohjalikult uuritud valdkond ning nimisonatuletuse omandamise eri keeli korvutavat kasitlust veel ei ole. Seetottu puudub informatsioon ka selle kohta, kuidas laps omandab erinevad tuletusmallid ja -liited keeles, kus tuletussusteem on rikas ja reegliparane, voi sellises keeles, kus see susteem on kull iseenesest rikas, kuid mitte kuigi labipaistev. Uldiste keelelise kompleksusega seotud pohimotete jargi peaks laps alustama omandamist koigepealt lihtsonadest ja alles parast seda komplekssetest sonadest, st komplekssus peaks kasvama arengu kaigus. Siinse artikli aluseks on kahe tupoloogiliselt erineva keele, eesti ja vene keele pikiuuringu andmed. Tulemused osutavad kahe tuletussusteemi omandamise markimisvaarsetele erinevustele. Tuletus omandatakse vene keeles kiiremini. Eesti laste kones on tunduvalt vahem nimisonatuletisi ning nad kasutavad vaiksemat arvu tuletusliiteid. Komplekssete struktuuride omandamise uldine pohimote ehk nn “lihtsamalt keerulisemale” (ingl  building block model ) kehtib molema keele nimisonatuletuse omandamise kohta ainult osaliselt.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"57 1","pages":"23-39"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81988206","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}

{"title":"Andekuse kollokatsioonid keelekorpustes ning laste ja lastevanemate andekustõlgitsused","authors":"H. Põlda","doi":"10.5128/ERYA14.08","DOIUrl":"https://doi.org/10.5128/ERYA14.08","url":null,"abstract":"Artikkel puuab avada andekusfenomeni sotsiaalset tahendust laiemas kultuurikontekstis ning naidata selle tolgitsusvoimalusi laste ja lastevanemate kui fenomeniga tihedalt seotud uhiskonnaruhmade arusaamades. Selleks uuritakse andekuse tolgitsemist fenomeni sunonuumsete tahistajate sagedamate kollokatsioonide kaudu eri keelte korpustes ning laste ja lastevanemate intervjuudes. Korpuste kvantitatiivse analuusi taustal demonstreeritakse 15 avatud intervjuu kriitilise diskursuseanaluusi abil, missuguste keelevahendite ja seoste toel fenomeni tahendusi luuakse. Selgub, et andekust seostatakse enamasti lastega ja kindlate andelaadidega, tostetakse esile nahtuse atraktiivsust ning eristumist. Laste jaoks on andekus mitmemootmeline ega saa haridussusteemis piisavalt tahelepanu, lastevanemate jaoks on see jumala and, mis nouab neilt puhendumist ja on koolis piisavalt toetatud. Laste arusaamade kaudu avaneb fenomeni positiivne ja koostoovalmidust pakkuv sotsiaalne tahendus. *** The collocations of giftedness in language corpora and construing the phenomenon in children’s and parents’ perceptions The study is an attempt to unfold the social meaning of the phenomenon of giftedness in expanded cultural context. Construal of the concept is first studied by the frequency of collocations of the synonymous signifiers of the term of giftedness in the Estonian Reference Corpus, German Reference Corpus, and British National Corpus. After that, the construction of meaning of giftedness is qualitatively studied by interviewing children and parents (15 qualitative open and non-directive mode interviews). Critical discourse analysis (Fairclough 2001) is used to show the linguistic choices and their links to discourses through which the interviewees construe the concept of giftedness, pointing to certain social relations and meanings. Results showed that giftedness was associated with childhood, highlighting the attractiveness and distinction of the phenomenon. In different languages, giftedness is associated with relatively similar features (development attractiveness, differentiation, domain-specificity) but the perceptions are different for children and parents. For children, giftedness is multidimensional but it does not get enough attention at school, whereas for parents, it is a gift from God that needs their dedication although supported by the educational system. The positive meanings of the phenomenon are made visible by children.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"37 1","pages":"137-153"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86161813","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}

{"title":"Compiling the Dictionary of Word Associations in Estonian: From scratch to the database","authors":"Ene Vainik","doi":"10.5128/ERYA14.14","DOIUrl":"https://doi.org/10.5128/ERYA14.14","url":null,"abstract":"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. *** Eesti keele assotsiatsioonisonastiku loomine: tuhjast kohast andmebaasini Artiklis kirjeldatakse “Eesti keele assotsiatsioonisonastiku” loomise esimesi etappe kavandamisest kuni algandameid sisaldava andmebaasini. Esmalt antakse ulevaade pohimoistetest (assotsiatsioon, sona-assotsiatsioon, assotsiatsioonisonastik  vs. assotsiatsiooninormid) ja kirjanduses kasutatavast terminoloogiast. Jargneb ulevaade sona-assotsiatsioonide uurimise ajaloost ja tuuakse valja sonastikuprojekti teoreetilised eeldused: a) sonu iseloomustavad nende seosed teiste sonadega; b) nende seoste valjatoomine on oluline leksikograafiline ulesanne; c) assotsiatsioone saab tuvastada uksnes inimeste testimise teel. Jargnevas osas kirjeldatakse tehtud toid ja pohjendatakse praktilisi valikuid. Lahti seletatakse marksonastiku ja testide koostamise pohimotted, kodanikuteaduse kampaania kaivitamise vajadus inimeste varbamiseks ning selle kulg. Artikli viimases osas pohjendatakse valikut andmete talletamise osas (relatsiooniline baas), kirjeldatakse andmebaasi struktuuri ning andmete impordi protseduure. Tabel 2 annab arvulise ulevaate sonastiku aluseks olevast andmebaasist. Artikli lopus arutletakse tehtud valikute eeliste ja norkuste ule. Andmete kogumist kodanikuteaduse raames loeti onnestunud ettevotmiseks, seda nii jarjest kasvava osalemisaktiivsuse kui ka sooritamisedukuse mottes (vt tabel 1). Kuna kodanikuteaduse partnerid kalduvad olema naissoost ja korgema haridusega, siis kontrolliti nende tegurite moju statistilise analuusiga. Tulemused naitasid, et sugu, iga ja amet vastuste stereotuupsust ei mojutanud, kull aga korgem haridustase. Seega on kogutud andmestikus toenaoliselt uldpopulatsioonist stereotuupsemad seosed, mida autor luges aga pigem eeliseks, kuna sonastiku eesmark ongi just koguda tuupilisemaid seoseid ja ainukordsed vastused jaavad andmete suure mahu tottu igal juhul sonastikust valja. Koik vastused koos andmetega vastajate soo, ea, hariduse jm kohta jaavad andmebaasi alles tulevasteks uuringuteks.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"45 1","pages":"229-245"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89614825","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}

{"title":"Suulisest ja kirjalikust tõlkest lõppteksti ja tõlkeprotsessi põhjal","authors":"Marju Taukar, Reeli Pärn, Anna Kaplina, Mari-Liis Ots, Gristel Pihlakas","doi":"10.5128/ERYA14.12","DOIUrl":"https://doi.org/10.5128/ERYA14.12","url":null,"abstract":"Eestis ei ole suulist ja kirjalikku tolget seni koos uuritud, kuid nende tolkevaldkondade uheskoos uurimine voimaldab saada teadmisi molema kohta. Viisime labi empiirilise uuringu tolkide ja tolkijatega, kes tolkisid koik sama lahteteksti, ning salvestasime nende tolkimisprotsessi. Tolkijate tooprotsessi vaatlemiseks kasutasime ekraanipildi salvestamist. See voimaldas juurdepaasu tolkijate otsestele toomeetoditele, veebiotsingutele ja eneseparandustele. Suulist tolget uurisime audiosalvestiste abil. Lisaks analuusisime ka valmistolkeid. Artiklis kasitleme tolkeid ja tolkimisprotsessi uldiselt, vaatleme asesonade ja voorsonade kasutamist ning eneseparandusi tolkimisprotsessi ajal ja selle jarel. Keskseks teemaks on suuliste ja kirjalike tolkijate erinev lahenemine tolkimisele, lahendused keerukates kohtades ning tolkimisprotsess. Selline vaatenurk avab tolkimise uurimisel uusi voimalusi ning avardab arusaama tolkimise olemusest. *** Some topics in translation and interpreting research The article describes some findings of a pilot study in the field of translation and interpreting studies. 4 translators and 5 interpreters translated the same source text from English into Estonian. Their translation process was recorded either as an audio recording (for interpreters) or screen recording (for translators) and all texts were collected. As interpreting research is so far basically missing in Estonia and translation process research is also in the beginning stages, the study is to a large extent exploratory and tentative. We looked into the use of pronouns, of which only demonstrative pronouns showed a difference in usage that could not be explained by the nature of the task. We also analysed whether there was any use of literal translation as a strategy, also to understand how the translator’s and interpreter’s mind works to find solutions for certain translation problems. The translation of cultural items being the most difficult part in the translation task used, we studied the problem-solving strategies and decisions translators and interpreters made. The translation process data was most intensively used to study self-corrections in the translator’s work process. This revealed some interesting patterns in the translator’s working habits, which could definitely be elaborated and researched further. All in all, we find that it makes a lot of sense to study these two areas of translation together and the best way to encourage it would be compiling a proper (longterm) corpus of product and process data. The advances in such research would be most appreciated in the didactic environment but it would also be an important addition to translation studies and translation tools development.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"117 1","pages":"197-214"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78201277","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}

{"title":"Eestikeelsete veebitekstide automaatne liigitamine","authors":"Kristiina Vaik, K. Muischnek","doi":"10.5128/ERYA14.13","DOIUrl":"https://doi.org/10.5128/ERYA14.13","url":null,"abstract":"Internet on oluline keeleressurss, mille uheks keeleteaduslikuks ja keeletehnoloogiliseks kasutusvoimaluseks on seal leiduvate tekstide koondamine keelekorpuseks. Kuid taisautomaatselt korjatud korpusega seistakse uudse situatsiooni ees: olemas on palju andmeid, ent pole tapselt teada, millist keelematerjali need sisaldavad. Loomuliku keele uurimise ja tootlemise seisukohalt on vajalik tekstide eristamine tekstiliigiti, sest sellest soltub sobivate tootlusvahendite valik. Artiklis kirjeldame tekstiliikide eristamise lihtsustatud versiooni: korpuse Estonian Web 2013 (etTenTen13) binaarse klassifitseerimise katset, mille eesmark oli liigitada tekstid kirjakeele normi jargivateks ja mittejargivateks. Treeningandmetes kasutasime kirjakeele esindajana Tasakaalus korpust ja kirjakeele normi mitte jargivate tekstide esindajana Uue meedia korpust ning testandmetena kasitsi liigitatud Estonian Web 2013 alamkorpust. Klassifitseerimismudelite loomisel rakendasime erinevaid juhendatud masinoppe algoritme ning tunnustena sone- hulkasid. Klassifitseerimismudelite kvaliteeti hindasime 10-kordse ristvalideerimise teel, kus parima tulemuse andis tehisnarvivorkudel pohinev algoritm, mis 99% tapsusega liigitas dokumendi oigesse klassi. Seejarel katsetasime mudeleid kasitsi liigitatud Estonian Web 2013 testkorpusel, kus parima tulemuse andis taas tehisnarvivorkudel pohinev algoritm tapsusega 74%. *** Classifying Estonian Web texts Due to the size of the Internet and the multitude of traditional and new genres there has been an increasing interest in automatic genre classification. Labelling texts in natural language processing is essential because this allows us to select more appropriate language models for the analysis. The aim of the article is to describe and present the results of automatically classifying Estonian Web 2013 texts. We evalued the quality of different classification models on our training and manually labelled test set. Most of the research on automatic classification has focused on classifying multiple genres, while our objective was to do a binary classification. We set out to classify Estonian Web 2013 texts based on whether they are canonical or not. For training we used the Balanced Corpus to represent canonical language and the New Media Corpus to represent non-canonical language. Due to the non-availability of a binary labelled subcorpus of Estonian Web 2013 texts, we compiled it ourselves by manually labelling it. For classification we used different supervised machine learning algorithms and for features a simple Bag of Words method. The results obtained from the preliminary experiments show that neural networks outperformed other machine learning algorithms achieving over 0.7 on accuracy. The overall results of this study indicate that in order to increase the accuracy of the classifiers, new features should be added (e.g POS count, sentences per paragraph, words per sentence, uppercase and lowercase letters per sentence etc.). Our best","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"49 1","pages":"215-227"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74616236","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}

{"title":"The perceived effectiveness of written peer feedback comments within L2 English academic writing courses","authors":"R. M. A. Yallop, Djuddah Leijen","doi":"10.5128/ERYA14.15","DOIUrl":"https://doi.org/10.5128/ERYA14.15","url":null,"abstract":"At one Estonian university, we have designed a course to support the writing skills of doctorate students who need to write scientific articles for publication in their L2 English. We provide this support by placing these students into small discipline-specific writing groups where they periodically give and receive written feedback on their draft articles. Knowing what may constitute an effective feedback comment will enable us to improve upon current pedagogical practices. In this study, we develop a coding scheme to measure the impact of both affective and non-affective feedback comments on the peer feedback process. We use this scheme in tandem with questionnaires to assess the effectiveness of postgraduate peer feedback comments as perceived by both L1 Estonian doctoral students and expert writing assessors. Within this context, the results suggest that cover letters and the tone of feedback comments have a noticeable impact on the peer feedback process. *** Tagasisidekommentaaride tajutud efektiivsus inglise keeles kui teises keeles teadusartiklite kirjutamise kursusel Oleme uhes Eesti ulikoolis valja tootanud kursuse, mille eesmark on arendada doktorantide kirjalikku valjendusoskust ning toetada neid teadusartiklite kirjutamisel inglise keeles kui teises keeles. Kursus on korraldatud nii, et uliopilased on jagatud vaikestesse erialapohistesse kirjutamisruhmadesse, mille liikmed annavad ja saavad regulaarselt oma artikli mustanditele tagasisidet. Teadmised selle kohta, millised tagasisidekommentaarid on efektiivsed, aitaksid praeguseid opetamismeetodeid parendada. Kaesolevas uurimuses esitatakse kodeerimisskeem, mille abil moota parandussoovitustega ja parandussoovitusteta tagasisidekommentaaride moju kaasoppijate vastastikuse tagasisidestamise protsessis. Parandamissoovitusega kommentaar (nt “sissejuhatus on liiga luhike”) suunab autorit oma teksti muutma. Parandamissoovituseta kommentaar (nt “vaga hea pealkiri!”) ei suuna autorit teksti muutma ja on olemuselt pigem afektiivne. Konealuse kodeerimisskeemiga paralleelselt kasutame kusimustikke, millega uurida, kuidas tajuvad doktorantide vastastikuse tagasisidekommentaaride efektiivsust eesti keelt emakeelena konelevad doktorandid ning Eesti, Soome, Rootsi ja Saksamaa ulikoolide kirjutamiseksperdid. Tulemused naitavad, et vaadeldud faktoritest mojutavad vastastikuse tagasiside protsessi kaaskirja olemasolu ja tagasisidekommentaari toon. Uuringu tulemused voimaldavad teadlastel ja praktikutel, kes opetavad vorreldavas kontekstis sarnasel metoodikal pohinevaid kursusi, votta kasutusele tapsemad, uurimistulemustel pohinevad opetamismeetodid.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"14 1","pages":"247-271"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84882744","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}

{"title":"Implementing Content and Language Integrated Learning (CLIL) in Estonia: Subject and language teacher perspective","authors":"Anna Dvorjaninova, Ene Alas","doi":"10.5128/ERYA14.03","DOIUrl":"https://doi.org/10.5128/ERYA14.03","url":null,"abstract":"The article discusses a study exploring teacher concerns related to implementing the Content and Language Integrated Learning (CLIL) approach to subject teaching, using English as the medium of instruction. Responses to a questionnaire study conducted among English and geography teachers reveal a reluctance to apply the approach in their own classrooms. The reason is the widespread belief that the approach benefits the development of language skills rather than subject knowledge advancement, marginalising the latter and thus undermining the overall achievement of curricular goals. Coupled with the English teachers’ admitted lack of subject-specific content knowledge, the subject teachers’ generally low estimate of their English language proficiency renders the prospect of incorporating the approach in the mainstream classrooms quite challenging. The latter is enhanced by the perceived lack of appropriate teaching materials, the temporal concerns related to developing a new course with accompanying materials and insufficient command of the respective methodology. *** Loimitud aine- ja keeleoppe (LAK) rakendamise voimalikkusest aine- ja keeleopetaja vaatenurgast Artikkel kajastab keeleopetajate ja aineopetajate murekohti kaardistanud uurimust, mis vaatles loimitud aine- ja keeleoppe (LAK) kui metoodika voimalikku kasutamist ainetunnis, kus oppekeeleks on inglise keel. Ankeetuuringus osalenud inglise keele ja geograafia opetajad suhtusid voimalikku LAK-oppe rakendamisse oma praktikas kahtlevalt. Pohjuseks on laialt levinud arvamus, et LAK-metoodika teenib pigem keeleoppe kui aineteadmiste edendamist viimast marginaliseerides ning seega oppekava eesmarkide saavutamist takistades. Kui lisada inglise keele opetajate nimetatud piiratud ainetundmine ja aineopetajate hindamine oma inglise keele oskus madalaks, vastavate oppematerjalide vahesus ning vahene ajaressurss, mis oleks vajalik uue kursuse ja selleks vajalike materjalide valjatootamiseks, siis tundub LAK-oppe rakendamine paljudele markimisvaarse katsumusena.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"40 1","pages":"41-57"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80530922","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}

{"title":"Non-native student and supervisor expectations during the process of completing a graduation thesis: A case study","authors":"Ene Alas, S. Liiv","doi":"10.5128/ERYA14.01","DOIUrl":"https://doi.org/10.5128/ERYA14.01","url":null,"abstract":"The article reports on a case study that investigates challenges related to writing a graduation thesis as reported by non-native students of English in one Bachelor of Arts (BA) and one Master’s (MA) programme in Estonia, comparing the needs outlined by the students to the perception of those described by their non-native supervisors. The study highlights a number of important academic writing process challenges that need to be considered in an inter-disciplinary context. It also echoes the significance of the interpersonal relationship between the student and the supervisor, voiced in respective research literature worldwide. On the institutional level, a need for discussion emerged among graduation paper supervisors for a more unified understanding of the requirements set for graduation papers. The information obtained allows a more informed approach to the process of supervision on the one hand and academic writing instruction on the other hand.  **** Juhendaja ja uliopilase ootused ingliskeelse loputoo kirjutamise protsessis: juhtumiuuring Artikkel kajastab uurimust, mis vordles inglise keeles loputood kirjutavate uliopilaste ja neid voorkeeles juhendavate oppejoudude poolt valjatoodud probleeme uhes bakalaureuse ja uhes magistriprogrammis Eesti kontekstis, keskendudes uliopilaste valjendatud vajadustele ja vorreldes neid juhendajapoolse nagemusega uliopilaste akadeemilist kirjutamist puudutavatest vajadustest. Uuringust osa votnud uliopilaste ootused juhendamisele soltusid moningal maaral sellest, millisele tasemele oma akadeemilises karjaaris uliopilane jounud oli. Ilmnenud vajadused jagunesid mitmesse gruppi: otseselt teksti loomisega seotud probleemid, mida akadeemilise kirjutamise opetamise raames on oluline vaadelda interdistsiplinaarsest aspektist; isikuomaduste ja isiksuste vahelise suhtlemisega seotud probleemid; ning institutsionaalne tasand, st asutusesisene hoiak loputoodele esitatavate nouete suhtes.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"110 1 1","pages":"5-21"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83140967","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}

{"title":"Ladinakeelsed nimed taasiseseisvunud Eestis: Tartu Ülikooli ja Tallinna Ülikooli õppehoonete näide","authors":"Kaarina Rein","doi":"10.5128/ERYA14.09","DOIUrl":"https://doi.org/10.5128/ERYA14.09","url":null,"abstract":"Kunagine Euroopa ulikoolide  lingua franca ehk ladina keel on nuudseks minetanud oma tahtsuse oppetoo keelena. Vanemates ulikoolides naeb tavaliselt siin-seal kunagise olulisima teaduskeele mojutusi – hooned, ruumid, monumendid ja muud objektid on sailitanud oma ajaloolised ladinakeelsed nimed. Ent ladinakeelseid nimesid, pealkirju ja motosid ei polga ara ka uuemad korgkoolid. Pohjusi selle keele eelistamiseks on ilmselt mitmeid. Ladinakeelsed nimed kolavad kaunilt ja soliidselt ning on rahvusvaheliselt arusaadavad. Ladina keel annab nimedele objektiivsuse mootme, sest eelistatud ei ole uhtegi tanapaeval koneldavat keelt. Artikkel heidab ladina keele tanapaevase kasutamise taustal valgust teemale, millistes valdkondades ja mis asjaoludel on Eesti taasiseseisvumise ajal kasutusele voetud ladinakeelseid nimesid. Rohuasetus on Tartu Ulikooli ja Tallinna Ulikooli oppehoonete nimedel. Tartu Ulikoolil on ette naidata pikk ajalugu, mille kestel on ladina keelt kasutatud. Enamik praegu kasutusel olevatest ladinakeelsetest nimedest on siiski parit kas 20. voi 21. sajandist. Tartu Ulikooli oppehooned saavad endale nimed konkursside tulemusel, kus pakutakse alati valja ka ladinakeelseid nimesid, kuid mitte alati ei osutu need voitjaiks. Tallinna Ulikooli suhe ladina keelega on TU-ga vorreldes norgem. Ent oppehoonete ja ruumide nimetamisel on sealgi selle keele poole poordutud. Nimede andmise pohimotted TLU-s erinevad selgelt TU omadest. *** Latin names in re-independent Estonia: Example of the names of buildings at the University of Tartu and the Tallinn University Although the knowledge and use of Latin have diminished during the last centuries in Estonia as well as elsewhere in the world, Latin names are still popular. In Estonia several enterprises, choirs, book series and periodicals have got a Latin name during the period since the country regained its independence or shortly before that. The present article deals mainly with the Latin names of buildings at the University of Tartu and Tallinn University. Most of these names originate from the 21st century and at both universities there are 6 buildings with Latin names. At the University of Tartu the example for Latin name forms of buildings are drawn from the 19th-century  Theatrum anatomicum . Therefore these names are derived from neuter adjectives with the ending - um . The Latin names of the buildings at the University of Tartu accordingly are:  Iuridicum ,  Biomeedikum  ( Biomedicum ), Oeconomicum ,  Chemicum ,  Philosophicum  and  Physicum . The names are densely connected with the function of the buildings and the disciplines practised inside them. Latin names which did not reflect the buildings’ function very clearly, have been rejected. There have been several discussions at the University of Tartu in order to find a proper name for a new building of the university. At Tallinn University the Latin names of buildings are the following:  Astra , Mare ,  Nova ,  Silva ,  Terra  and  Ursa . The in","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"41 1","pages":"155-169"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89888806","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}

{"title":"Eesti lastekeele korpuse morfoloogilise märgendamise kitsaskohtadest","authors":"Kristiina Vaik, Virve Vihman","doi":"10.5128/ERYA13.13","DOIUrl":"https://doi.org/10.5128/ERYA13.13","url":null,"abstract":"Artikli eesmark on anda ulevaade sellest, mis raskendab avalikult kattesaadava eesti lastekeele korpuse automaatset morfoloogilist margendamist ning anda soovitusi, kuidas tulevaste korpuste margendamist ja standardiseerimist analuusi tarbeks paremaks muuta. Analuusisime korpust kirjakeelele moeldud morfoloogiaanalusaatori abil. Automaatse analuusi jarel vaatasime, kui suur osa sonadest sai analuusi voi jai analusaatorile tundmatuks nii alamkorpuste kui lapse- ja hoidjakeele loikes. Selgus, et analuusi saanud sonade osakaal igas alamkorpuses varieerus hoidjakeeles 94–98% ja lastekeeles 57–96% vahel. Suurt rolli mangib lindistuste uleskirjutamisviis: hoidjakeelt kirjutatakse ules kirjakeelele sarnaselt, kuid lastekeeles lahtutakse kuuldeortograafiast. Koik alamkorpused kull jargivad CHILDES-i transkriptsioonisusteemi ettekirjutusi, ent iga alamkorpus on koostatud erinevaid eesmarke silmas pidades ja on erineva transkribeerimisstiiliga, millest jarjepidevalt kinni ei peeta. Margenduse tulemust hindasime kasitsi labivaatamise teel. Artiklis toome valja, millised olid nii tundmatuks jaanud kui vale analuusi saanud sonade sagedasemad probleemid ja pakume voimalikke lahendusi. \"Issues in morphological annotation of the Estonian child language corpus\" This article presents the results of an initial attempt to automatically annotate the currently existing, publicly available Estonian child language corpus morphologically. CLAN software is not suitable for morphological analysis of Estonian, but Estonian language technology resources are available for written language and can be adapted to spoken language and specific genres. The automatic parser provided annotation for 92–98% of words in the child-directed speech and 57–96% of the child speech, with the results for child speech varying across corpora. A manual analysis was also conducted of words which were automatically annotated in a random selection of transcriptions from each corpus. Across corpora, 63–96% of annotated words were correctly annotated. Reasons for the variation are discussed, and obstacles to automatic annotation are identified at various levels. First, the corpora have been collected and transcribed with various goals and according to differing principles, hence the style and detail of transcription vary greatly across the corpora. Second, even within a single corpus, discrepancies appear in coding which need to be uniformly resolved in order to ensure accurate morphological annotation. Finally, for flagging non-standard or idiosyncratic forms, the implementation of metacodes available for use in the child language corpora would greatly assist the task of automatic morphological parsing. For each corpus, a user dictionary adapted to the particular genre and the particular corpus would need to be developed, including proper names and idiosyncratic words. The marking of errors is a crucial area which needs to be standardised in order to enable automatic annotation. Additionally, five gr","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"9 1","pages":"205-221"},"PeriodicalIF":0.0,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82079161","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}