Eesti Rakenduslingvistika Uhingu Aastaraamat最新文献

{"title":"Osalejate arvamuste muutumine argumenteerimisdialoogis","authors":"Mare Koit","doi":"10.5128/ERYA12.06","DOIUrl":"https://doi.org/10.5128/ERYA12.06","url":null,"abstract":"Artiklis kasitletakse argumenteerimisdialoogi mudelit, mille koosseisu kuulub osaleja arvamustel pohinev arutlusmudel. Dialoogi alustaja taotleb vestluspartneri otsust teatava tegevuse tegemise kohta. Molemad osalejad esitavad argumente, kusjuures argumendi valik soltub, uhelt poolt, arvamustest tegevuse positiivsete ja negatiivsete aspektide ning tarvilike ressursside kohta, teiselt poolt aga nendel arvamustel pohineva arutluse tulemusest. Osalejate rollid dialoogis on erinevad. Dialoogi alustaja kasutab partneri mudelit, mis koosneb hupoteetilistest arvamustest partneri kohta, kes peaks otsustama tegevuse tegemise ule. Samas kasutab partner arutlusprotsessis oma tegelikke arvamusi. Molemaid mudeleid ajakohastatakse dialoogi kaigus vastavalt esiletoodud argumentidele. Artiklis vaadeldakse juhtumianaluusi kaudu, kuidas osalejate arvamused dialoogi valtel muutuvad. Naited pohinevad eksperimentidel olemasoleva dialoogsusteemiga. Changing b eliefs of p articipants in a rgumentation d ialogue The paper discusses a model of argumentation dialogue which includes reasoning. Two participants present arguments for and against doing an action by one of them. The choice of an argument depends, on the one hand, on the beliefs about the positive and negative aspects of doing the action and the needed resources, and on the other hand, on the result of reasoning based on these beliefs. The roles of the two participants are different in dialogue. One participant (the initiator) is using a partner model – the hypothetical beliefs about the partner who is aimed to do the action. At the same time, the partner operates with the actual beliefs. Both the models have to be updated during a dialogue and the updates have to be tracked. The examples considered in the paper are taken from the interactions with an experimental dialogue system. In one case, the system initiates a dialogue and attempts to influence the user to make a decision to do (or not) an action. In the other case, the roles of the computer and the user are reversed. Interaction is text-based, and the participants are using ready-made sentences in Estonian which are classified semantically. The paper concentrates on changes of beliefs in both models during a dialogue.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"27 1","pages":"99-112"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88141308","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":"Muutunud õpikäsituse keeleline konstrueerimine","authors":"H. Põlda, Katrin Aava","doi":"10.5128/ERYA12.12","DOIUrl":"https://doi.org/10.5128/ERYA12.12","url":null,"abstract":"Oppimise-opetamise paradigmana on peavoolu tousnud konstruktivism, mis – ehkki rikas eri teooriatest – naeb oppimist indiviidi teadmiste kogemusliku ulesehitamisena. Konstruktivistlikust opikasitusest lahtub ka Haridus- ja Teadusministeeriumi Eesti elukestva oppe strateegia 2020, milles keskse moistena sonastatud muutunud opikasitust nahakse oppija individuaalset ja sotsiaalset arengut toetavana, opioskusi, loovust ja ettevotlikkust arendavana. See tahendab ulatuslikku sisulist haridusuuendust, enamiku sotsiaalsete reformide takistajaks voib aga saada see, kuidas inimesed tegelikkuses toimuvaid muutusi kogevad. Ka Eesti haridusmaastiku tegeliku muutuse otsustab individuaalsete ja kollektiivsete tahenduste uhtimine ning uhtne rakendus hariduse argisituatsioonides. Niisugusel taustal kavandatud uuringu eesmargiks on kirjeldada, kuidas muutunud opikasituse tahendust konstrueeritakse ja milliste diskursustega seda seostatakse. Poolstruktureeritud fookusruhmaintervjuude alusel uuriti kriitilise diskursuseanaluusi meetodil, kuidas konstrueerivad vana, osati siiani kaibiva ning uue, muutunud opikasituse tahendusi Eesti hariduse sidusruhmad. Uhtlasi vaadati samal moel osalejate agentsust, mis annab vastuse, kas sidusruhmad kirjeldavad ennast muutustes osalejate ja neisse panustajana voi on muutunud opikasituse joustumine nende arusaamade kohaselt kellegi teise vastutus. Eesti hariduse sidusruhmadena uuriti viit ametialaselt vastutavat fookusgruppi: opetajakoolituse teadlastest oppejoud, hariduse tugiasutuste ametnikud, kohalike omavalitsuste haridusametnikud, koolijuhid ja opetajad. Tulemusena selgus, et muutunud opikasituse tahendusist raagitakse ja neid toetatakse, kuid praktikas nimetatud pohimotteid ei kasutata. Sidusruhmad naevad uksteist pigem takistuse kui koostoopartnerina. 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","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"220 1","pages":"201-217"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84922762","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":"Küsimuste sõnajärje mõju nähtud isiku mäletamise täpsusele 4- ja 6-aastastel eesti lastel","authors":"K. Kask, R. Argus, Kristel Veerus, Kreet Kokla","doi":"10.5128/ERYA12.03","DOIUrl":"https://doi.org/10.5128/ERYA12.03","url":null,"abstract":"Kohtususteemis on oluline lapskannatanut voi -tunnistajat ule kuulata kvaliteetselt, et lapse meenutatava info hulk oleks suur ja voimalikult tapne. Uurimuse eesmargiks on leida lastele esitatavate kusimuste sonastuse, eelkoige sonajarje moju vastuste kvaliteedile ja kvantiteedile. Katses osales 100 nelja- ja kuueaastast last, kes nagid neile voorast inimest ning vastasid jargmisel paeval kusimustele nahtud isiku kohta. Lastele esitatud kusimustes kasutati erinevat sonajarge – verb oli kas lause keskel voi lause lopus. Uhe grupi lastelt kusiti labivalt ainult uhe voi teise sonajarjega kusimusi; teise grupi laste kaest molema sonajarjega kusimusi labisegi. Tulemustest selgus, et sonajarje varieerimisel (verb kusimuse keskel vorrelduna verbiga kusimuse lopus) ei olnud statistiliselt olulist moju ei infouhikute hulgale ega tapsusele. Ilmnesid vanuselised erinevused: kuueaastased lapsed olid kusimustele vastates tapsemad kui nelja-aastased lapsed. Kui vorreldi labivalt ainult uht tuupi sonajarje kasutamist (kas verb ainult kusimuse keskel voi ainult lopus) voi erineva sonajarjega kusimuste vaheldamist kusitlemise kaigus (mones kusimuses oli verb keskel, mones lopus), vastasid lapsed nii pikemalt kui ka tapsemalt juhtudel, kus kasutati ainult uhe sonajarjega kusimusi. Uuringu tulemuste pohjal voiks soovitada, et kui lastelt kusimusi kusida ning oluline on saada tapset infot, siis ei tasuks erineva sonajarjega kusimusi vaheldada, vaid kusida kusimusi ainult uht sonajarge kasutades (koikides kusimustes verb alati kusimuse keskel voi alati kusimuse lopus).  The effect of word order in questions to the recall accuracy of a person of 4- and 6-years-old Estonian children  It is important to interview a child witness or victim in the criminal justice system in such a way that the information retrieved from a child would be accurate. The aim of the study was to examine the effect of the word order to the quality and quantity of the information. A hundred children (four- and six-year-olds) participated in an experiment where they saw an unfamiliar person and in the next day answered questions about the person. In asking questions different word order was used, i.e. whether the verb was in the middle or in the end of the sentence. For one group of children the questions were asked using only one or the other type of word order, for another group of the children the questions involved both type of word order. The results revealed that the word order itself did not have an effect to the quality nor quantity of the information. Six-year-olds were more accurate than four-year-olds in answering the questions. However, in comparison of whether only one type of word order (verb only in the middle or verb at the end of the questions) or random type of word order (in some questions verb in the middle and in some questions verb at the end) was used, statistically significant differences emerged in both total length and in accuracy of the answer favouring the case where o","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"714 1","pages":"43-56"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90836334","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":"Suhtlusruum ja selle modelleerimine","authors":"Mare Koit, Haldur Õim","doi":"10.5128/ERYA12.07","DOIUrl":"https://doi.org/10.5128/ERYA12.07","url":null,"abstract":"Artiklis tutvustatakse kasilolevat tood loomuliku inimsuhtluse uhe aspekti, nimelt suhtlusruumi modelleerimise alal. Suhtlussundmuses osalejad paigutavad ennast suhtlusruumis kindlatesse punktidesse, mida iseloomustavad sellised nendevaheliste suhete olulised tunnused nagu suhtluskaugus, koostoovalmidus, viisakus, isiklikkus jne. Inimestevaheliste dialoogide analuus naitab, kuidas osalejad voivad suhtlussundmuse kestel labida suhtlusruumi erinevaid punkte. Uurimuse kaugem eesmark on lulitada suhtlusruumi mudel olemasolevasse eksperimentaalsesse dialoogsusteemi, selleks et muuta suhtlus arvutiga inimsuhtlusega sarnasemaks. Communicative space and its modelling Communication between people can take various forms depending on a lot of circumstances – participants’ individual characteristics, their social roles, subject of conversation, etc. The paper introduces a work in progress on modelling one aspect of natural human communication – communicative space. Communicative space is a mental space where a communication participant places himself/herself with respect to other ones and where (s)he is ‘moving’ during a communication event. Communicative space can be characterized by different features, e.g., (social) closeness of a communication participant with the partner, collaboration, politeness, etc. These features of communication can be conveyed by language use as well as by different nonverbal means (body movement, facial expressions, etc.). The values +1, 0, and –1 are used for the coordinates in communicative space. Examples of human-human dialogues – both everyday and institutional – demonstrate how participants pass different points in communicative space during a conversation. The further aim is to include such a model of communicative space in an experimental system for modelling conversational agents in order to make interaction with the system more human-like.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"16 1","pages":"113-124"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90291113","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":"Doing new things with language: Narrative language in SLI preschoolers","authors":"I. Balčiūnienė, A. Kornev","doi":"10.5128/ERYA12.02","DOIUrl":"https://doi.org/10.5128/ERYA12.02","url":null,"abstract":"The paper deals with micro- and macrostructural static and dynamic narrative characteristics in specifically language-impaired (SLI) Russian-speaking preschool children and their typically-developing (TD) peers. The study was based on experimental data that included storytelling and retelling elicited by means of wordless picture sequences. First, individual measures of story structure, episode com- pleteness, internal state terms, story productivity, lexical diversity, and syntactic complexity, as well as the percentage of linguistic dysfluencies and errors, were evaluated and compared between the experimental and control groups. Second, the impact of such factors as session (1st vs. 2nd), story complexity, and mode (telling vs. retelling) on the dynamic variation of micro- and macrostructural narrative measures was evaluated. Our results highlighted essential dynamic differences between the samples from the perspective of narrative structure, structural complexity, grammaticality, and vocabulary.  Uued keelelised tegeused: spetsiifilise konearengu puudega koolieelikute narratiivikeel Artikkel kasitleb narratiivi mikro- ja makrostruktuursete tunnuste dunaamikat venekeelsetel spetsiifilise konearengu puudega koolieelikutel. Uurimismaterjal on kogutud katsega, mis sisaldas loo jutustamist ja seejarel umberjutustamist sonadeta pildiseeriate abil. Katseruhm koosnes 12 venekeelsest spetsiifilise konearengu puudega 6-aastasest koolieelikust ja kontrollruhm 12 arenguhaireta eakaaslasest. Esmalt hinnati ja vorreldi katseisikute ja kontrollgrupi narratiivide uksikuid naitajaid, nagu jutustuse ulesehitus, episoodide terviklikkus, seisundisonad (narratiivi makrostruktuursed tunnused), uldine produktiivsus, leksikaalne mitmekesisus, suntaktiline keerukus (narratiivi mikrostruktuursed tunnused), protsentuaalselt ka lingvistilise soravuse segajaid, nagu takerdused, taitesonad, kordused, parandused, uhendused, ning veakategooriaid (leksikaalsed, grasmmatilised, stilistilised vead). Teiseks moodeti selliste faktorite nagu sessiooni (1. vs. 2.), loo keerukuse ja laadi (jutustus vs. umberjutustus) moju narratiivi mikro- ja makrostruktuursete naitajate dunaamilisele varieerumisele. Uurimustulemused valgustasid katsejuhtumite peamisi dunaamilisi erinevusi narratiivi ulesehituse, struktuurse keerukuse, grammatilisuse ja sonavara vaatepunktist.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"15 1","pages":"25-42"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77552004","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":"Dynamic assessment of word derivational knowledge: Tracing the development of a learner","authors":"D. Leontjev","doi":"10.5128/ERYA12.09","DOIUrl":"https://doi.org/10.5128/ERYA12.09","url":null,"abstract":"The present paper reports on a case study that explored the applicability of dynamic assessment (DA) for promoting learners’ word derivational knowledge in English as a second or a foreign language (L2). One learner’s performance on tasks assessing his word derivational knowledge was measured four times. The first two measurements were conducted before and after three weekly human-mediated DA sessions and the last two, which took place a year and a half later, before and after three weekly computerised DA sessions. Think aloud protocols and interviews were used to trace changes in the learner’s use of strategies and knowledge sources. The results revealed that following the dynamic assessment, the learner improved his performance and used strategies and knowledge sources more successfully. The findings have implications for designing dynamic tests of L2 English word derivational knowledge and for word derivational knowledge instruction. Sonatuletuse oskuste dunaamiline hindamine: uhe opilase arengu jalgimine Uurimuse eesmark on suvendada arusaamist sellest, kuidas dunaamiline hindamine voimaldab arendada oppija sonatuletusoskusi. Oppija sonatuletusteadmiste arengut vorreldi enne ja parast hindaja- ja arvutipohist dunaamilist hindamist. Uurimus keskendub oppija strateegiate ja teadmiste allikate kasutusele. Peamiste uurimisvahenditena rakendati valjusti motlemise protokolle ja intervjuud. Oppija arengudunaamika jalgimiseks oli hindaja ja arvutipohise hindamise vahel pooleteistaastane paus. Analuus osutas, et oppija mitte ainult ei hakanud rakendama hindamise kaigus kasutatud strateegiaid, vaid muutus keeleloomes ka uldiselt edukamaks. Seega aitas dunaamiline hindamine suvendada oppija sonatuletusteadmisi ja arendada strateegiapadevust.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"47 1","pages":"141-160"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83786674","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":"Using authentic cultural materials in Estonian secondary EFL instruction","authors":"Viktoria Peter, Liljana Skopinskaja, S. Liiv","doi":"10.5128/ERYA12.11","DOIUrl":"https://doi.org/10.5128/ERYA12.11","url":null,"abstract":"The article reports on a study into the extent to which authentic cultural materials are introduced in secondary foreign language teaching in Estonia, and the effect these materials may have on learner motivation. The hypothesis is that the inclusion of such materials in EFL teaching will have a positive effect on learner motivation at upper secondary school level. Three research approaches have been applied: two surveys into teachers’ and learners’ perceptions of the value of authentic cultural materials in language learning and a case study into the impact of those materials on learner motivation. The results show that the levels of learners’ on-task behaviour, overall class motivation and self-reported learner motivation increase with the employment of these materials, and therefore they should be incorporated in the classroom on a regular basis to promote intercultural learning. Autentsete kultuurioppematerjalide kasutamine inglise keele kui voorkeele opetamisel eesti gumnaasiumi kontekstis Et selgitada, mil maaral autentsed kultuurimaterjalid leiavad kasitlust inglise keele kui voorkeele tundides Eesti kooli gumnaasiumiastmes ja millist moju nad voivad avaldada opilaste opimotivatsioonile, viidi labi kolm uuringut. Ankeetkusitlustega 20 gumnaasiumiopetaja ja 100 gumnaasiumiopilase hulgas uuriti uurida nende autentsete oppematerjalide suhtes voorkeele oppimisel. Kolmandaks uurimismeetodiks oli kolme nadala pikkune juhtumiuuring kahekumne kolme 11. klassi opilase hulgas, et analuusida nende opimotivatsiooni taseme dunaamikat autentsete ja mitteautentsete tekstidega tootamisel. Uurimuse kaigus selgus, et autentsed kultuurimaterjalid mojutavad gumnaasiumi opilaste opimotivatsiooni.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"10 1","pages":"187-200"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84122627","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":"Developing a c-test to measure language ability as an alternative to a skills-based test","authors":"Ingrid Sarapuu, Ene Alas","doi":"10.5128/ERYA12.14","DOIUrl":"https://doi.org/10.5128/ERYA12.14","url":null,"abstract":"The article investigates the properties of a c-test and its ability to measure test-takers’ overall English language proficiency in the Estonian context. For this purpose, prior research concerning c-test validity and reliability are consulted, and the c- test’s assets with relation to a skills-based proficiency evaluation instrument are sought. The article then discusses the process of developing a c-test following the procedure recommended by Grotjahn (1987) and Raatz and Klein-Braley (2002), and piloting it among Estonian gymnasium students who simultaneously took the skills-based national examination in the English language. Statistical analysis displays very strong correlations between the c-test results and those of the national examination, as well as with teacher evaluation of the test subjects’ proficiency, substantiating c-test’s viability as an economical language ability measure in contexts where quick appraisal of the respective ability is required. The study disclosed implications for language proficiency assessment practices as well as for the process of c-test development. C-test keeleoskuse mootmiseks osaoskustesti alternatiivina Artiklis vaadeldakse keelepadevust kui konstrukti ja naidatakse, kuidas konstrukti erinev defineerimine on viinud keeleoskuse testide erineva ulesehituseni, lahtudes sellest, kas keelt nahakse osaoskuste kogumina voi uhtse jagamatu oskusena. Vaadeldes keelt jagamatu oskusena on osaoskustel pohinevate testide korvale tekkinud teisi alternatiivseid testi-tuupe, millest uheks on c-test. Artiklis analuusitakse c-testi omadusi ning puutakse selgusele jouda, kas sellist testituupi on voimalik kasutada uldise inglise keele padevuse hindamiseks Eesti kontekstis. Lahtudes Grotjahni (1987) ning Raatzi ja Klein-Braley (2002) mudelist, vaadeldakse koigepealt c-testi koostamise ja administreerimise protsessi gumnaasiumi kontekstis paralleelselt riigieksamiga. C-testi katsetamise tulemusi vorreldakse seejarel samade gumnaasiumiopilaste poolt sooritatud osaoskustel pohineva keelepadevustesti tulemustega ning opilaste opetajapoolsete padevushinnangutega. Uurimusest selgub, et kuigi c-testil on olulisi puudusi, on c-testi korrelatsiooniindeksid nii osaoskustel pohineva padevustestiga kui ka opetajapoolsete hinnangutega vaga korged, lubades pidada c-testi usaldusvaarseks keeleoskuse hindamise instrumendiks, mille peamisteks eelisteks on testi koostamise suhteline kiirus ja madal administreerimiskulu.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"348 1","pages":"237-252"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75488113","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":"Kust see laps need laulud võtab ehk keeleline sisend ja väljund luubi all","authors":"H. Kõrgesaar, A. Kapanen","doi":"10.5128/ERYA12.08","DOIUrl":"https://doi.org/10.5128/ERYA12.08","url":null,"abstract":"Artiklis arutletakse hoidjakeele ja lastekeele kvalitatiivse ja funktsioonilise erisuse ule. Peamiselt refereerivas artiklis antakse ulevaade sisendkeele olemusest ja tunnusjoontest, tuuakse esile keelelise sisendi ja valjundi sarnasused ja erinevused ning kirjeldatakse, kuidas eri faktorid mojutavad lapsega suhtlemist, sh lapsega koneldavat keelt. Kuna laps omandab keele konekogukonnas, kus suhtlusolukorrad on erinevad ning eri vestlusosaliste fonoloogiline, morfoloogiline, suntaktiline ja semantiline padevus isesugune, on lapsega koneldav keel dunaamiline ja muutub lapse vanusega. Lapsega konelemise viisil arvatakse meie kultuuris olevat tahtis roll ja hulk keelenahtusi, mis teatud ajavahemikul esinevad lapsele suunatud kones, peegelduvad samal ajal ka lapse enese kones. Teisalt on keelenahtusi, mis on kull olemas taiskasvanu kones, ent ei kajastu sugugi lapse omas, mistottu ei saa loota, et kogu sisendkeel hakkab kohe peegelduma ka lapse kones. Arutletakse, kas ja kuivord on oluline, kuidas lapsega suheldakse, ning kas sisendkeelel on oluline funktsioon kone arengu toetamisel. Where does the child get those songs: Linguistic input and output under the microscope The article discusses the qualitative and functional peculiarities of caregiver speech and child speech, the importance of the way in which children are spoken to, and whether input language has an important role in speech development. Also, an overview is provided of the nature and essential features of input language, presenting the similarities and differences between input and output and describing the ways in which different factors affect the way in which children are interacted with, including child-directed speech. As children acquire language in a speech community, with different social situations and with interlocutors whose language exhibits varying degrees of phonological, morphological, syntactic and semantic competence, child-directed speech is dynamic and changes as the child matures. The form of child-directed speech is considered to play an important role in children’s language development, and a number of linguistic features that appear during certain time periods in child-directed speech are also reflected in the child’s own speech. However, there are also linguistic features that, while present in adult speech, do not appear at all in child speech.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"21 1","pages":"125-139"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77148535","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 keele ühendverbide kompositsionaalsuse määramine","authors":"Eleri Aedmaa","doi":"10.5128/ERYA12.01","DOIUrl":"https://doi.org/10.5128/ERYA12.01","url":null,"abstract":"Keele automaattootluse jaoks on pusiuhendite tuvastamine oluline ulesanne, mille lahendamiseks on puutud uhendeid eri meetodeid rakendades automaatselt klassifitseerida ning nende kompositsionaalsust maarata. Artiklis rakendatakse sonadevahelise seose tugevuse mootmise statistilisi meetodeid eesti keele uhendverbide automaatseks klassifitseerimiseks nende tahenduse moodustamise viisi alusel ning vaadeldakse, millise meetodi tulemused on koige paremad ja kas need on piisavalt head, et uhendverbide jaotus voiks sellele meetodile tugineda. Uurimuse pohieesmark on valja selgitada, kas distributiivse semantika vahendeid rakendades on voimalik automaatselt kindlaks maarata eesti keele pusiuhendite kompositsionaalsuse taset. Selleks tutvustatakse ja rakendatakse distributiivsel semantikal pohinevat tarkvara word2vec.  Detecting the compositionality of Estonian particle verbs The purposes of this article are to automatically classify Estonian particle verbs and detect their degree of compositionality. In order to group particle verbs, the lexical association measures (AMs) are compared. For the detection of the degree of compositionality of Estonian particle verbs, a model based on distributional semantics is used. The experiment is carried out with the word2vec tool, using a continuous bag-of-words model which predicts the word given its context. The analysis of the comparison of AMs revealed that none of the AMs used achieve high enough precision values to classify the particle verbs. Hence, it can be assumed that Estonian particle verbs cannot be divided cleanly into the classes of compositional and non-compositional particle verbs, but rather populate a continuum between entirely compositional and entirely non-compositional expressions. The experiment of assessing the degree of compositionality of the particle verbs using distributional semantic model proved successful. It is demonstrated that the value of cosine similarity can predict the degree of compositionality of particle verbs. However, in order to evaluate the method introduced here, it is important to create a ranking of human judgement on semantic compositionality for a series of particle verbs and base verbs to which they correspond.","PeriodicalId":35118,"journal":{"name":"Eesti Rakenduslingvistika Uhingu Aastaraamat","volume":"7 1","pages":"5-23"},"PeriodicalIF":0.0,"publicationDate":"2016-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73752921","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}