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Balti areaali tüpoloogilisi sarnasusi morfosüntaksi valdkonnas

Author(s): Birute Klaas-Lang,Miina Norvik / Language(s): Estonian Issue: 08-09/2014

The article discusses a couple of morphosyntactic issues of the Circum-Baltic languages, such as subject and object cases, expression of indirect command, and conveyance of indirect message, analysing their formal and functional differences and similarities. The main emphasis lies on the comparison of Estonian and Lithuanian, considering Livonian and Latvian as an intermediary link. The formal and pragmatic analysis of subjects and objects reveals that of the Circum-Baltic languages the distinction between the partial and total objects, resp. subjects is the clearest in Estonian and Lithuanian. In Latvian and Livonian, as well as in Russian there is considerably more convergence and/or constraints in case usage. Estonian and Livonian proved to be an intermediary link between the Finnic and Baltic languages as far as the use of verbal particles and prefixes to distinguish between perfectivity and imperfectivity is concerned. The formal and functional analysis of indirect command/request involves comparison of synthetic and analytic forms. It appears, for example, that the Lithuanian combination of particle tegul + indicative compares easily with the Estonian las + indicative form, as well as with the corresponding constructions in Latvian and Russian. Again, Livonian offers a transitional case, where the relevant construction includes both the particle la’z and a jussive form. Here Estonian and Lithuanian differ in that in Estonian an indirect request or command can be retrospective as well as perspective, whereas Lithuanian permits the latter direction only. As to information from a third source all the languages in question convey it using participles without a copula verb. Such way of expression combines narrativity with doubt. While Estonian, Latvian and Livonian have a specific morphological marker (e.g. Est -vat) for the quotative, Lithuanian has not. However, Lithuanian enjoys more diversity in combination of participles with various tense forms than Estonian, for example, which is also reflected in the Lithuanian expression of indirect command or request.

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Eesti vahekeele korpus

Author(s): Pille Eslon / Language(s): Estonian Issue: 06/2014

The article introduces the first version of the Estonian Interlanguage Corpus (EIC) of Tallinn University, surveying the corpus structure, multilevel statistics, corpus annotation, linguistic error taxonomy, system of requesting, options of automatic analysis (morphological and syntactic analysis, n-grams) of Estonian learner language, and current EIC-based research. EIC is a resource consisting of Estonian texts written by learners of Estonian as an official and foreign language. The corpus has hitherto provided material for empirical and applied research on morphosyntactic usage patterns and lexical variation of Estonian, the morphosyntactic complexity and lexical richness of learner language, developments in the Estonian language system, gradual development of language skills and CEFR proficiency levels, error and contrastive analysis (Estonian, Russian, Finnish morphology), and cluster analysis. EIC is a monitor corpus containing over three million word forms. The major direction of research is comparative corpus analysis of standard Estonian and learner Estonian in the domain of morphosyntax, the focus lying on patterns of language usage. This has been a conscious choice as the multi-component language structures which are regularly used have a definite place in the text creation process of a native speaker as well as a learner, while the comparative analysis of the resulting texts has a heuristic meaning for understanding Estonian grammar. The results can also benefit applications for automatic analysis of learner language. Regardless of the starting points of system development, the central issue will still be linguistic, namely, how do people typically combine words, morphology and linguistic structures or, in other words, what is the connection between the semantics and morphology of a word and the textual functions of its morphology.

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Ambipositsioonide morfsüntaktilise varieerumise kirjeldusi kvantitatiivsete profiilide abil

Author(s): Mirjam Ruutma,Aki-Juhani Kyröläinen,Kristel Uiboaed,Maarja-Liisa Pilvik / Language(s): Estonian Issue: 02/2016

Certain Estonian adpositions can occur either as prepositions or as postpositions (e.g. ümber maja, maja ümber ’round the house’). In this study, we refer to these as ambipositions and the goal of this study is to find the motivation for this positional variation in usage. The data come from the Estonian Dialect Corpus, which contains natural dialectal speech, allowing us to simultaneously include both linguistic as well as dialectal factors as part of the analysis. Here, we have included five ambipositions, läbi ’through’, mööda ’along’, vastu ’against’, üle ’over’ and ümber ’around’, that occurred with sufficient frequency in both positions. All utterances of these ambipositions in the corpus were included as part of this study and the results of the quantitative analysis, based on classification trees, showed that out of eight factors considered for the analyses, six influenced the realization of these ambipositions in usage, either as preposition or as postposition. The following factors significantly influenced their realization: dialect, case of the complement, word order, animacy of the complement’s referent, number, semantic function of the adposition. Verb tense and length of the adpositsional phrase were not significant for any of the analyses. In addition to identifying the abovementioned factors that influenced their realization globally, we provide an analysis for each of the ambipositions displaying their morpho-syntactic and geographical profile. In general, these profiles can be used, for example, in lexicography or in language teaching. Finally, the results indicate that the usage profiles of these ambipositions are rather specific and their realization appears to be more strongly influenced by linguistic rather than dialectal factors.

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Eesti keele kui teise keele õppimine - kas raske töö või kerge lõbu?

Author(s): Mare Kitsnik / Language(s): Estonian Issue: 1-2/2019

The article tries to answer the question whether Estonian as a second language can be learned in a way that is not only effective, but also easy and fun. First, the principles of second language development are discussed. This discussion is based on the view that language consists of constructions – linguistic units in which words and grammar are inextricably intertwined and whose form and meaning form a whole (e.g. I do not know) (Goldberg 1995; Croft 2001). Constructions develop in the learner language on a usage-based way (Eskildsen 2008; Martin et al. 2010; Mustonen 2015; Kitsnik 2018). This means that to acquire a second language a person needs much input from an authentic language environment, as well as a lot of opportunities to try and use the language. To support the teaching of a second language in language classes, there is a need to use as authentic linguistic inputs as possible and create a lot of motivating ways to use the language in realistic situations. To achieve these goals the innovative methodology of gamification seems very suitable. Using this methodology learners are really involved in exciting situations, which needs a lot of improvisation and offers challenges. Active and realistic activities, a good atmosphere and support make language learning easy and allow constructions to develop effectively. Joint performing of fun tasks give learners a lot of positive emotions and make language learning fun.

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Tervitused keeleverest

Author(s): Henrik Sova / Language(s): Estonian Issue: 1-2/2019

Review of: Tõnis Vilu. Libavere. Mõned üksikud luuletused. Häämaa, 2018. 67 lk.

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Palatalisatsioonist ühesilbilistes i-tüvelistes pika vokaaliga sõnades. Roos närtsis, sest vaas oli tühi

Author(s): Liisi Piits,Mari-Liis Kalvik / Language(s): Estonian Issue: 07/2019

The study focuses on the palatalisation of the consonants l, n, s, t and d at the end of i-stemmed monosyllabic Estonian words, e.g. saal ‘hall’, veen ‘vein’, roos ‘rose’, pruut ‘bride’, kood ‘code’. The purpose of the study is to ascertain the extent of palatalisation. According to the Dictionary of Standard Estonian, which provides the basis for Estonian text-to-speech synthesis, the final consonant of an i-stemmed word with a (C)VVC structure should be palatalised. There is, however, large variation in actual pronunciation. The investigation addresses 2274 pronunciations of 57 words with the above structure. There are 36 i-stemmed words and 21 words with some other stem vowel, chosen to enable a comparison of the acoustic features of the palatalisation. The target words have been embedded in sentences read out by 40 informants representing 10 different historical dialect areas of Estonia. The target words were analysed both by audio assessment and by measuring the transition phase inside the long vowel. Previous speech studies have shown that the characteristic feature of Estonian palatalisation is an i-like transition phase, which constitutes more than a quarter of the total duration of the vowel. The results of this study show that according to the audio assessment, 29% of the consonants l, n, s, t, d at the end of the i-stemmed monosyllabic words analysed were perceived as palatalised; according to the duration of the transition phase the percentage of palatalisation is 33%. Palatalisation occurs in more than half of the pronunciation instances only in 5 words out of the 36. The results confirm that the palatalisation of the consonants l, n, s, t, d at the end of i-stemmed Estonian words with a (C)VVC structure is generally untypical. In addition, some linguistic and sociolinguistic factors were investigated. It occurs that the palatalisation of the final consonant is influenced by the preceding vowel. According to the audio assessment the consonant is not palatalised when following the vowel ää; it is often palatalised when following the vowel ee. The acoustic analysis, however, does not support those results. The informant’s dialectal background was studied as a sociolinguistic factor. The results show a rather slight correlation between the present-day pronunciation and the palatalisation used in the respective historical dialects, but the general tendencies are still findable.

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Veel „Agenda Parva” keelest

Author(s): Väino Klaus / Language(s): Estonian Issue: 07/2019

The Catholic church manual Agenda Parva (1622) is a South Estonian linguistic monument. Its language has been studied since 1938, but some specifications are still in order. In the phrase omme wiide mielde-ga ‘with one’s own five senses’ (modern spelling omme viide meeldega) omme should not be interpreted as an erroneously spelt genitive singular but rather as the genitive plural of the pronoun oma ‘one’s own’, spelt according to the general principle followed throughout the publication, notably that a long consonant is rendered by doubling the letter. As for wiide (the middle word of the phrase) it has hitherto been interpreted as a very archaic genitive singular. However, the agreement of the first and last members suggests the possibility of similar agreement applying to the middle member. Indeed, the form wiide looks exactly like the regular consonant-stem de-marked genitive vīᴅè << *vīt̆ten of the biradical word viis ‘five’, conforming to the sound change t̆t > ᴅ after the 2nd-quantity vowel or diphthong of the first syllable, characteristic of Tartu dialect. Hence we can conclude that the translators/compilers of Agenda Parva made up a word form that was phonetically correct, but typically for native speakers of Indo-European languages they violated a rule applying in South Estonian as well as in most Finno-Ugric languages, which requires that the noun modified by a numeral should be used in the singular, and this means that there should have been oma viie meelega, not omme wiide mielde-ga.

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A2–C1-TASEME EKSAMITEKSTIDE KÄÄNDSÕNAKASUTUS

Author(s): Kais Allkivi-Metsoja / Language(s): Estonian Issue: 18/2022

In this study, natural language processing (NLP) is used to analyse nominal inflection in Estonian proficiency examination writings representing the CEFR levels A2–C1. The aim is to define the nominal features that distinguish learner language production at each proficiency level. For this purpose, the frequency and variation of inflectional forms are measured in two ways: a) for the nominal parts of speech (PoSs) in total, i.e., considering the use of nouns, pronouns, adjectives and numerals; b) for nouns, pronouns and adjectives individually (numerals were discarded due to low frequency). The analysed corpus contains 480 texts, 120 for each level. Nominal features based on the grammatical categories of number, case and degree of comparison are extracted from the morphologically tagged and manually corrected output of the Stanza NLP toolkit. Relevant features are selected according to the following criteria: they correlate with the proficiency level, their values change monotonically, and there are statistically significant differences between (some) adjacent levels. A2–C1-level texts are consistently distinguished by the number of cases used in the text as well as the ratio of singular and plural forms. The changes in the frequency of nominal inflectional forms mainly occur from level B1 to C1. The use of translative, nominative and genitive case are more strongly related to the text level, while partitive, inessive, elative and comitative case and comparative adjectives also differentiate some levels. Furthermore, the study indicates that it is beneficial to observe inflection-based features separately for each PoS when analysing L2 development. Firstly, the PoSspecific frequencies of some grammatical categories increase at different stages of proficiency. Secondly, changes may emerge for certain PoSs only. The identified criterial features could be used for automated assessment of Estonian L2 writings alongside lexical, syntactic and other linguistic features. The results can also help to specify the CEFR level descriptions for Estonian.

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COMPREHENSION OF COMPLEX LITHUANIAN SYNTACTIC CONSTRUCTIONS: A STUDY OF TYPICALLY DEVELOPING CHILDREN AND CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDER

Author(s): Laura Kamandulytė-Merfeldienė / Language(s): English Issue: 18/2022

The aim of this paper is twofold. First, to compare the comprehension of complex Lithuanian syntactic constructions (relative clauses, passive sentences, wh-questions) in typically developing (TD) children and children with developmental language disorder (DLD). Second, to display the characteristics of comprehension of these constructions that can be attributed to specific language features of Lithuanian. This study demonstrates that both TD children and children with DLD have problems in comprehending passive sentences and wh-questions. TD children had fewer challenges in performing the relative clause comprehension task than the other tasks. However, children with DLD faced more difficulties in performing the relative clause task. The results show that children are more likely to make errors in interpreting object but not subject sentences. Even though in Lithuanian syntagmatic relations are marked by inflections, it is still difficult for children to grasp the syntactic relations between the subject and the object in complex constructions.

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EESTI KEELE KUI TEISE KEELE ÕPETAJATE SUHTUMINE 7.–9. KLASSI ÕPILASTE KEELEVIGADESSE JA VIGADEGA TEGELEMINE

Author(s): Mare Kitsnik,Sille Midt / Language(s): Estonian Issue: 18/2022

Understanding the role of language errors and skillfully dealing with them is an important factor influencing the effectiveness of second language learning. The article focuses on teachers’ attitudes towards their 7th–9th grade pupils’ errors and how they address their errors. The results were obtained via an online questionnaire among teachers at different schools (n = 25), the results of which were analyzed quantitatively and qualitatively and compared with the principles of the usage-based approach (Martin et al. 2010, Eskildsen 2008, Mustonen 2015). In conclusion, teachers’ opinions are partly consistent with the usage-based approach. According to the teachers, their students make a lot of errors, and the most common type of errors are morphosyntactic. Teachers generally consider errors in the process of linguistic development to be natural, but they also think that errors need to be addressed. Concerning the feedback types, it was found that for dealing with errors in oral texts, a wider range of feedback types was perceived as useful than for written texts. In the written text, most teachers correct all errors, in the oral text, not all errors are corrected. When correcting errors in both oral and written texts, most respondents take into account the student’s language proficiency level and the type of task. In the oral texts teachers also take into account the recurrence of the error and the student’s personality, and in the case of written texts, previous learning of the subject. Errors in oral text are usually corrected after speaking, and more explicit learning is valued, which requires students to pay close attention to the errors and to correct the errors themselves. When correcting errors in a written text, teachers rather present the correct structures with explanations themselves. Teachers value the role of speaking in the development of linguistic accuracy and also allow learners to use language with errors. Repeated teaching of error-prone topics is also considered important to reduce errors. However, practice, especially oral practice of error-prone topics, is not seen as important. The impact of listening to authentic input on the development of linguistic accuracy is also underestimated, and the role of writing is rather underestimated. The study only reflects teachers’ self-esteem in terms of correcting errors, which does not mean that teachers behave exactly according to their opinions in the actual teaching process. It is also not clear from the study how good the teachers’ knowledge is of the errors characteristic in different stages of development. In the future, it would be worthwhile to study the same topic with lesson observations. It would also be worthwhile to differentiate between groups of teachers who have different views on errors. Despite some limitations, the results of the study provide important information in a hitherto unexplored area. The results should be taken into account in teacher training and the creation of methodological materials.

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Proximization strategies used in Covid-19 prevention discourse: An STA based analysis of official guidelines issued in Pakistan

Author(s): Nosheen Irshad / Language(s): English Issue: 1/2022

This study is an attempt to highlight the proximization strategies used in the Covid-19 preventive guidelines issued by the government of Pakistan. The theory of proximization (Cap 2017) has been taken as a theoretical framework for the present study and the analysis of the selected texts is guided by the spatial-temporal-axiological (STA) model (Cap 2013b). The guidelines issued by the government of Pakistan between March 25 and May 6, 2020, for the prevention of the disease have been selected as a sample for this study as they are expected to carry governmental plans for fighting the disease and the coercive strategies that have been used in order to make people act accordingly. Just like war, the situation of the pandemic spread calls for quick proposal of coercive strategies and their presentation in a way that can get the people on board with the institutional plans. With this in mind, the sample has been descriptively analyzed for the linguistic choices that indicate the spatial, temporal, and axiological proximization of the threat (Covid-19) in the light of proximization theory (Cap 2017). The results show that there are a significant number of linguistic markers that link the disease prevention discourse with the political intervention discourse, justifying the application of proximization theory (Cap 2017) to both of them. The evidence collected during the analysis establishes that the authorities use proximization strategies in disease prevention discourse in order to add to the fear appeal which helps in soliciting unconditional and quick legitimization of the proposed plan of action against the spreading disease.

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Question design in veterinary consultations: Question forms and client responses in accomplishing problem presentation in a Malaysian context

Author(s): Noorjan Hussein Jamal,Mei Yuit Chan,Shameem Rafik-Galea,Ngee Thai Yap,Geok Imm Lee,Puteri Azaziah Megat Abd Rani / Language(s): English Issue: 1/2022

Question design by medical practitioners has been shown to have important consequences on how patients present their problems in clinical consultations. Linguistic structure of questions as part of question design implements different communicative and pragmatic functions, and hence, affects patients’ response in different ways. This study examined types of questions asked by veterinarians in the problem presentation phase of the clinical consultation in relation to their linguistic forms and functions. Veterinary illness consultations were video-recorded and veterinarians’ question types, their linguistic forms and clients’ response in the interaction were identified and examined. The results show that the general inquiry question implemented using the open-ended wh-question structure and the closed-ended declarative interrogative are the preferred forms used by veterinarians to solicit patients’ presenting problems from clients. Also, alignment of the linguistic form of questions with their pragmatic functions and the discourse goal of problem presentation affects clients’ ascription of veterinarians’ actions. The findings from the study can inform veterinarian communication training for more effective veterinarian-client communication to accomplish problem presentation in clinical consultations.

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On persuasive strategies: Metadiscourse practices in political speeches

Author(s): Hadi Kashiha / Language(s): English Issue: 1/2022

This study attempted to investigate the persuasive meaning of metadiscourse markers in political speeches to see to what extent and how persuasive discourse is constructed in this genre through metadiscourse practices. To this aim, twenty-six political speeches given by Barack Obama, a former president of the United States, were analyzed using a discourse analytic approach and following Hyland’s (2005ab) interpersonal models of metadiscourse to identify the frequency and persuasive function of interactive and interactional devices used. The findings indicated that the persuasive meaning conveyed by metadiscourse was for the most part context-dependent, which sometimes required the speaker to rely on a combination of devices to organize his discourse, persuade audiences,attract their attention and engage them in arguments. Furthermore, interactional devices were more frequently used than interactive ones, reflecting that engaging audiences in arguments and showing one’s attitude and evaluation towards propositions were more likely to contribute to constructing a persuasive political speech. Findings can be discussed in terms of raising the awareness of second language speakers toward the linguistic and pragmatic conventions of political discourse and how persuasive discourse is constructed through metadiscourse markers.

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Management of therapist directiveness in integrative psychotherapy: A corpus-assisted discourse study

Author(s): Jesse W. C. Yip / Language(s): English Issue: 1/2022

Healthcare practitioners often face the dilemma of whether to provide advice during medical consultations due to concerns around affecting patients’ autonomy in decision making. Healthcare practitioners’ directiveness in patient–practitioner interactions may influence the success of medical consultations. Research has revealed that healthcare practitioners employ various communicative strategies and linguistic patterns to manage directiveness in medical consultations, such as the notions of likelihood and uncertainty, use of information, and politeness. Nonetheless, few scholars have examined how psychotherapists manage directiveness in counseling or psychotherapy sessions. Directives are inevitable speech acts in counseling or psychotherapy. Therapists may encounter challenges when producing directives, such as preventing clients from seeking their own solutions or clients becoming excessively dependent on therapists’ suggestions. Drawing upon the systems of mood and modality in systemic functional linguistics, this article employs a corpus-assisted approach to investigate therapists’ directives in terms of phraseological patterns, use of modality, and corresponding interpersonal meanings. Results reveal that therapists tend to manage directiveness by forming indicative directives and using low-value modulation modality. This article is the first corpus-assisted study to contribute to an understanding of therapist directiveness in psychotherapy from a lexico-grammatical perspective.

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ON THE NON-REFLEXIVE MEANING OF INCHOATIVE VERBS

Author(s): Maria Poponeț / Language(s): English Issue: 1/2022

In Romance languages, unaccusative verbs generally take part in the causative-inchoative alternation, exhibit reflexive morphology and can license phrases carrying the meaning “by itself”. Some of these features are shared with reflexive verbs giving rise to reflexive analyses of inchoatives, such as Chierchia (2004) or Koontz-Garboden (2009). However, despite the apparent similarity between reflexives and inchoatives, the two verb types differ in terms of semantics: Reflexive verbs display genuine semantic reflexivity in which agent subjects are actively involved in the process, whereas inchoative verbs are assigned a weak semantic reflexivity where properties of the argument cause the event (Chierchia 2004). In this article, we will show that the formal resemblance between reflexives and inchoatives does not warrant a weak semantic reflexivity of inchoatives. Thus, arguments underlying reflexive analyses, such as the licensing of “by itself” and the meaning of inchoatives, will turn out to be inconclusive in our study. First, we focus on the licensing and meaning of “by itself” in inchoative contexts, and we show that inchoatives do not pattern with reflexives. Second, we investigate the meaning of inchoative verbs in the absence of “by itself”, seeking to establish if semantic reflexivity is tenable for these verbs. In our survey, the 33 Romanian speakers that we consulted dismiss even a weak reflexive analysis of inchoatives in which properties of the subject argument are responsible for the change of state event.

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Модель порождения речи школы Л.С. Выготского: основы и верификация

Author(s): T. V. Akhutina / Language(s): Russian Issue: 1-2/2022

In this article, the development and verification of the A.A. Leontiev–T.V. Akhutina model of speech production based on L.S. Vygotsky’s ideas is discussed. The conceptual and experimental background of L.S. Vygotsky’s theory of speech thinking is analyzed. The ideas of this theory opened the way to a prudent approach to understanding the controversy in psycholinguistics of the 1960s–1970s (works by A.A. Leontiev), A.R. Luria’s findings in aphasiology, and the results of T.V. Akhutina’s research in the field of agrammatism. This determined, in many ways, the specifics of the general framework of the model. The major psycholinguistic concepts elaborated in the 1970s are considered, i.e., those introduced by Ch. Fillmore, C. Lee and S. Thompson, J. Bruner and E. Bates, all shedding light on the syntactic operations of the model. The verification of these ideas in the studies describing syntax in children’s speech, “pidgin” and creole languages, etc. is carried out. The recent observations of the problem being studied at the intersection of linguistics, psychology, and neurosciences are summarized. Particular attention is paid to R. Jackendoff and E. Wittenberg’s review of “linear” languages, as well as to the experimental studies by R. Tomlin, A. Myachikov, A. Konopka that fit with the A.A. Leontiev–T.V. Akhutina model of speech production. The conclusion is made about the high explanatory potential of L.S. Vygotsky’s ideas and the model based on them.

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Bridging the Gap between Cultures: The Translation of Cockney and Slang in G. B. Shaw’s “Pygmalion”

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Bridging the Gap between Cultures: The Translation of Cockney and Slang in G. B. Shaw’s “Pygmalion”

Author(s): Iris Rusu / Language(s): English Issue: 2/2021

This article analyses the main drama translation strategies pertaining to the rendering of dialect and slang from English into Romanian with practical emphasis on “Pygmalion” (1914; 1941) by George Bernard Shaw. Moreover, it aims to review translation techniques and strategies which facilitate the translation of slang and dialect, more precisely Cockney, from English into Romanian. Amongst the strategies discussed here are: the application of a cultural filter and of local adaptation, the use of dialect compilation, pseudo-dialect translation, parallel dialect translation, dialect localization, and standardisation. The second half of this article scrutinises a selection of lines extracted from G. B. Shaw’s “Pygmalion,” comparing and contrasting the existing Romanian translations and suggesting new solutions to rendering culture-specific terms into Romanian.

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Colloquial Subordinating Conjunctions in Bulgarian Verbal Communication

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Colloquial Subordinating Conjunctions in Bulgarian Verbal Communication

Author(s): Radoslav Tsonev / Language(s): English Issue: 2/2022

The study examines the subordinating conjunctions in verbal communication in Bulgarian that are specifically marked as colloquial in syntactic literature. The main aim of the study is to analyze and present the semantic-structural peculiarities of these subordinating conjunctions as well as their function in Bulgarian verbal communication on the basis of personally excerpted empirical data (recordings of the colloquial speech of colleagues, undergraduates, relatives, and people in the street), as well as through examples of spontaneous casual and live speech from TV productions and radio programs. Together with colloquial coordinating conjunctions, the specific constructions (repetitive, elliptic, etc.), the different word order, the asyndetic constructions (without conjunctions), the competition between parataxis and hypotaxis, etc. – the subordinating colloquial conjunctions form a part of the characteristic features of colloquial syntax which differentiates it from the syntax of standard language to a great extent.

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Grieķu un latviešu leksisko elementu secība Tetraevaņģēlijā

Author(s): Dens Dimiņš / Language(s): Latvian Issue: 13/2022

This diachronic and contrastive study briefly outlines the trends of the ordering of lexical items in Greek Koine and Latvian, focusing on the four Gospels of the New Testament and four translations thereof into Latvian, spanning the 18th–21st century. The language of the Bible has had a lasting influence on the formation of the Latvian literary language. The word order in Latvian and Greek is relatively free, however, it is possible to note certain trends, to wit, 1) at the level of certain parts of speech where there are words with a fixed position, either postpositives or prepositives; 2) placement of words in Noun Phrases; as well as 3) the ordering of constituents within the clause where the order depends on the information status, i.e., on whether it is presupposed or asserted, and on the presence of particular syntactic constructions. In terms of word order, it appears that the oldest Latvian translation of the Bible is closer to the Koine original, albeit at times it also shows some German influence.

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UYGUR HARFLERİYLE YAZILMIŞ ÇAĞATAYCA SEYFÜ’L MÜLÛK HİKÂYESİ, MECÂLİSÜ’N-NEFÂ'İS VE TEZKİRE-İ EVLİYÂ ESERLERİNİN KARŞILAŞTIRMALI SÖZ DİZİMİ ÜZERİNE NOTLAR

Author(s): Abdulkadir Öztürk,Hüseyin Yildiz,Sultan Betül TİKENCE / Language(s): Turkish Issue: 76/2022

Chagatai, which forms the eastern branch of historical Turkish written languages and is accepted as the fifth phase of this written language and the third phase of Central Asian Islamic Turkish Literature, is a historical written language that lasted from the beginning of the 15th to the beginning of the 20th century. As the continuation of the Karakhanid and Khwarezm literary languages, it has been the common written language of the Eastern Turks in Central Asia. Many studies have been conducted on Chagatai Turkish so far. However, there are very few studies on the syntax of Chagatai Turkish. This study is based on the thesis titled as “Syntax in Chagatai Turkish (In the Example of Translation of Chagatai Seyfu'l Mulûk Story Written in Uyghur Alphabet, Mecâlisu'n-Nefâ'is and Tezkire-i Evliyâ). In this study, syntactic comparison was made on the basis of three works in three different periods of Chagatai Turkish. These three works, represent the characteristic language features of Chagatai Turkish, and also contain some linguistic differences, present many materials on the syntactic level. The study has been prepared in order to create a perspective on the syntax of Chagatai Turkish in general terms.

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