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„MIS KEELES MA RÄÄGIN, I DON’T KNOW“. EESTI SISULOOJATE INGLISE KEELE KASUTUSEST YOUTUBE’IS

„MIS KEELES MA RÄÄGIN, I DON’T KNOW“. EESTI SISULOOJATE INGLISE KEELE KASUTUSEST YOUTUBE’IS

Author(s): Kristiina Praakli,Mari-Liis Korkus,Aive Mandel,Elisabeth Kaukonen,Annika Kängsepp,Triin Aasa,Kristel Algvere,Helen Eriksoo,Marion Mägi,Getri Tomson,Liina Lindström / Language(s): Estonian Issue: 1/2022

This article focuses on English use in the example of Estonian-speaking YouTubers. Altogether, we analysed videos from eight content creators, each well-known among high-school-aged viewers who post regular videos in Estonian. The dataset consists of videos (or video excerpts) in which we look into the proportional share of English words or phrases and explore potential functions of code-switching. The results show that while all eight YouTubers use English in multiple videos, the usage frequencies differ significantly and reflect individual differences. English emerged in platformspecific contexts where the words were directly related to content creation (26% of all code-switching cases). Occasionally, the speakers referred to English pop culture phenomena (16%), expressed emotions (12%) and used loanwords or other (embedded) elements (6%). For numerous cases (23%), it was hard to determine why they preferred using an English word or phrase instead of its Estonian equivalent.

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Kalbų vartojimas ir kalbinės nuostatos: mokyklų lenkų mokomąja kalba atvejis

Kalbų vartojimas ir kalbinės nuostatos: mokyklų lenkų mokomąja kalba atvejis

Author(s): Nida Poderienė / Language(s): Lithuanian Issue: 95/2022

The article presents the results of a questionnaire-based study of the most commonly used home language, the choice of language in relation to other languages in different communicative situations and linguistic attitudes towards Polish, Lithuanian and English languages based on the survey analyzing responses of student groups of grades 3–8 in two schools with the Polish language of instruction. Research data in relation to the age groups was analyzed regarding aspects such as the dominant language in communication with family and friends, the choice of language preference over other languages, i.e. in which language students choose to watch movies, search for information on the Internet, read books, write SMS and communicate on social networks. Students’ language attitudes were studied in terms of language learning motivation, social value and personal relationship with the language. In some aspects, the research results were compared with the data of the study of students’ linguistic attitudes and language dominance in everyday use conducted a few years ago in schools with the Lithuanian language of instruction focused on the same age groups. Research data on language dominance show that the majority of students communicate in Polish at home, although for some of them Polish is not the only language used in the family. Out of all the students who participated in the study, 42% indicated that they speak Polish at home, more than a third of students specified that they usually communicate in several languages in the family, out of which the largest part (25%) speak in Polish and Russian and 26% of students indicated that they communicate in Russian at home. Less than a tenth of students, in addition to Polish and Russian, noted that they often use Lithuanian in their home environment. Research data on the choice of language in relation to other languages in different communicative situations revealed that two languages – Polish and Russian – predominate, and Russian is especially strongly used when searching for information on the Internet and watching movies. Reading is the type of activity where Polish and Lithuanian languages prevail. The results of the research demonstrate the high status of the Lithuanian language’s social value, as students believe that it is important to know the Lithuanian language in order to achieve both social and professional life objectives. The results of the study show a statistically significant positive correlation between motivation to learn the Lithuanian language and liking Lithuanian lessons (Pearson coefficient 0,729). English is considered a prestigious language and the results show the highest motivation to learn it, in comparison to Polish and Lithuanian languages. The results of the study revealed that students feel a strong connection with the Polish language of instruction as part of their identity. A third of the students consider Lithuanian their own language and approximately the same number do not have an opinion or disagree. The conducted exploratory research covers several municipal schools and, therefore, does not make general conclusions about the linguistic preferences and language dominance of students in the majority of schools with the Polish language of instruction. The study shows trends regarding language choice, valuation of Polish, Lithuanian and English languages and learning motivation.

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Prijungiamasis ryšys sovietų okupacijos laikų lietuvių sintaksės darbuose

Prijungiamasis ryšys sovietų okupacijos laikų lietuvių sintaksės darbuose

Author(s): Artūras Judžentis / Language(s): Lithuanian Issue: 95/2022

The article analyses, how the types of subordination are described in the works on Lithuanian syntax, during the Soviet occupation, during the years between the middle of the 20th century ant the end of eighties. The investigation opens with the Grammar of the Lithuanian language (1945) by Juozas Žiugžda and ends with the manual for higher schools Syntax of the Lithuanian language (1988) by Vytautas Sirtautas and Česys Grenda. Initially, under conditions of occupation school grammar continued the traditions of syntax of independent Lithuania and distinguished only two variants of subordination – agreement and government. This tradition was continued in the works of the ideologue of the occupation regime Juozas Žiugžda. It was only when Pranas Gailiūnas came to Žiugždaʼs help that the three-variant model of subordination, which had already been adopted in scientific works from Russian linguistics, was applied to the school. Bronius Kalinauskas, a lecturer at the Pedagogical Institute, transferred the three-variant Russian syntax model to Lithuanian in the 1960s and early 1970s. Pranas Gailiūnas took over this model from him (or directly from the Russian linguistics) and applied it to secondary, and Jonas Balkevičius – to high school. In Kalinauskasʼ works we also find many differences in the types of subordination (full and partial agreement, strong and weak government, full and partial adjunction), that are most likely taken over from Russian linguistics. Their analysis in later works of Lithuanian syntax has largely defined the field of consideration in this area of grammar. Subordinate syntactic relations were described in works on syntax of two directions during the considered period: as one of the characteristics of the parts of sentence (Žiugžda, Sirtautas), and as the structural basis of word groups (Kalinauskas, Balkevičius, Labutis and Valeckienė). Only in the Grammar of the Lithuanian language, edited by Vytautas Ambrazas (1985), was more clearly turned in the direction of merging both directions. Throughout the considered period, syntactic relations were not distinguished from semantic relations (this is especially obvious when defining the relation of government). And only at the very end of the period (in the article of Vytautas Ambrazas) did these shortcomings of the description of syntactic relations begin to be realized, and an attempt was made to clearly distinguish between syntactic and semantic units. However, the syntactic level of analysis continues to be confused with the morphological (expression) level (agreeing in gender, person, number; governed inflections), both of which are considered as surface levels of language. Already at the beginning of the twentieth century agreement was perceived as the alignment of morphological forms, rather than semantics or syntax. Later, it became known as a variant of a syntactic subordination, without delving into the semantic relationships that this connection conveys. In essence, this multifaceted concept, first merging semantics and morphology, later on – and syntax, has survived throughout the twentieth century and in part continues to this day. Government in independent Lithuania was defined as a semantic relationship, and in the first decades after the war it was generally perceived in a similar way. Nevertheless the semantic (later on and syntactic) nature of the relationship was fused to its morphological expression. At the early period of occupation, agreement and government were associated with the study of word groups, as they made the basis for their structure. Adjunction (šliejimas) in Lithuanian linguistics was singled out as a semantic (later on and as a syntactic) relationship of words that is not expressed by means of morphology. So it was based on surface expression (or not-expression, exactly) only and didnʼt have any distinct syntactic content. The article analyses, how the types of subordination are described in the works on Lithuanian syntax during the years of Soviet occupation – approximately between the middle of the 20th century ant the end of eighties. The investigation opens with the Grammar of the Lithuanian language (1945) by Juozas Žiugžda and ends with teaching aid for higher schools Syntax of the Lithuanian language (1988) by Vytautas Sirtautas and Česys Grenda. Initially, under conditions of occupation school grammar continued the traditions of syntax of independent Lithuania and distinguished only two variants of subordination – agreement and government. This tradition was continued in the works of the ideologue of the occupation regime Juozas Žiugžda. It was only when Pranas Gailiūnas came to help for Žiugžda that the three-variant model of subordination, which had already been adopted in scientific works from Russian linguistics, was applied.

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Covid-19 pandemija ir karas Ukrainoje: eufemizmų ir disfemizmų vartojimas viešajame diskurse latvių, lietuvių ir rusų kalbose

Covid-19 pandemija ir karas Ukrainoje: eufemizmų ir disfemizmų vartojimas viešajame diskurse latvių, lietuvių ir rusų kalbose

Author(s): Dite Liepa,Evija Liparte / Language(s): Lithuanian Issue: 95/2022

The 2020’s kicked off with a number of new challenges for the human kind: the COVID-19 pandemic and the war that Russia started in Ukraine. These global events of the past three years have affected the way we use language as well: a democratic society needs to talk about what is happening and have everything explained and be informed about it; besides, language has responded to these developments rather vigorously. The pandemic has divided the society in two based on how the people approach the virus: its believers and its deniers. With the advent of vaccines the society split even further into two irreconcilable camps: those who supported the vaccines and those who were against them. Language saw an influx of new words, emotional expressiveness and verbal aggression were on a rise, and two polar linguistic tools, euphemisms and dysphemisms, were being used to describe the opposing factions. The COVID pandemic was not over yet when, in February of 2022, the world was shaken by yet another tragedy as Russia invaded Ukraine. The brutality of the war and the fierce resistance on the part of the Ukrainians triggered the use of euphemisms, and politically tinted dysphemisms in particular, which had existed at the passive level of the vocabulary for a long time (following the collapse of the USSR and the restoration of independence in Latvia and in Lithuania). The empirical material of this article shows that one side tries to call a spade a spade without avoiding the use of various dysphemisms, while the other does it selectively, using lies and misinformation, using both euphemisms and dysphemisms in great abundance, attempting to force everyone to use them at the beginning of the war. However, in the democratic world, as well as in Ukraine, Russia‘s official euphemistic style of speech has been met with ridicule, leading to the creation of new euphemisms and dysphemisms. During situations of physical aggression, both sides also use verbal aggression and irony. Thus, the usage of political euphemisms and dysphemisms will not see any sort of decline, especially in a state of war. The euphemisms and dysphemisms featured in the article are used to designate said events – the pandemic and the war in Ukraine – in the Latvian, Lithuanian, and Russian languages. A juxtaposition of the specific euphemisms and dysphemisms has established that some of them are common in both discourses: that of the pandemic and of the war (for example, Voldemort: ‘something that others are afraid to call by its real name’, putinistai // putleristai // vatnikai: ‘users and disseminators of Russian propaganda’). Only with the discourse of COVID-19, the universal dysphemism is covidiot, which is widely used to describe any person who, during the pandemic, behaves differently than the person using this dysphemism acts or thinks. However, used dysphemically, lexemes fascists, Nazis are considered universal only in the discourse of the war in Ukraine, because the two warring sides apply them and derivatives and compounds thereof (e.g., Ukrofascists, Nazi regime vs. Fascists, ruscists) with reference to one another. In the discourse of the pandemic, derivatives and compounds with these lexemes (e.g. Latvian covidfašistu banda ‘covid-fascist gang’) were applied only to government representatives and persons supporting the official line of the state (the alleged ‘dictatorship’). Various new words (situational dysphemisms) have also been created to describe the realities of both the pandemic and the war in Ukraine. A comparison of material from the three languages highlights both the universal nature of the reviewed language phenomena, and the possibility of their adoption.

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ОБОБЩЕННЫЕ ХАРАКЕРИСТИКИ ЯЗЫКОВОЙ ЛИЧНОСТИ ДВУЯЗЫЧНЫХ УЧАЩИХСЯ (РУССКО-ЭСТОНСКИЙ БИЛИНГВИЗМ), ПОЛУЧАЮЩИХ ОБРАЗОВАНИЕ НА ЭСТОНСКОМ ЯЗЫКЕ

ОБОБЩЕННЫЕ ХАРАКЕРИСТИКИ ЯЗЫКОВОЙ ЛИЧНОСТИ ДВУЯЗЫЧНЫХ УЧАЩИХСЯ (РУССКО-ЭСТОНСКИЙ БИЛИНГВИЗМ), ПОЛУЧАЮЩИХ ОБРАЗОВАНИЕ НА ЭСТОНСКОМ ЯЗЫКЕ

Author(s): Natalia Zamkovaja,Irina Mikhailovna Moissejenko,Natalia Tshuikina / Language(s): Russian Issue: 1/2011

The article describes general characteristics of linguistic personality of bilingual students (Russian-Estonian bilingualism), who get their education in the Estonian language. As the number of such students in Estonia has been increasing, the problem of their research has been recognized as being of great importance. The data for the article was received through written and oral questionnaire and allow tracing specific social agents for a bilingual student’s linguistic personality formation. By dint of the questionnaire biography data, ethnical and linguistic self-definition, spheres of the languages application, self-definition for the languages acquisition, appraisal for the process of Russian language teaching in the schools given by the students has become apparent.In general, the respondents positively estimated the decision to study in an Estonian-medium school made by their parents, they also see their classmates’ and teachers’ attitude as good; however, most of them think that their level of skills in the Russian language (sometimes in Estonian as well) is insufficient.Students of different regions in Estonia were questioned, which allows getting a general idea of the matter. The collected material affords to elicit bottlenecks in teaching Russian to such students, to predict and take into account their educational needs while compiling teaching materials.

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Language Policy Implementation in Latvian Pre-school: Latvian Language Skills of Minority Children

Language Policy Implementation in Latvian Pre-school: Latvian Language Skills of Minority Children

Author(s): Dace Markus,Tija Zīriņa,Kārlis Markus / Language(s): English Issue: 22/2023

Latvian is the only official language in Latvia and one of the symbols of an independent state. The article provides a brief insight into the history of its reinforcement, which has not been easy. Education is one of the areas in which it is very important to develop multilingualism, while not forgetting to strengthen state language skills and their application. As the education system continues to reveal shortcomings in the process of Latvian language acquisition, Cabinet Regulations adopted in 2018 “Regulations Regarding the State Guidelines for Pre-school Education and the Model Pre-school Education Programmes” update the need for a successful transition from pre-school education to primary education at school, from preschool education to bilingual primary school education or education carried out in Latvian. In minority families with a dominant Russian language, children acquire Russian well before preschool age, and it is time to start learning the state language at pre-school age if this has not already been done. Taking these requirements into account, the article analyses the Latvian language skills of children of pre-school age, using 375 child speech recordings made by researchers in 2019 and 2020 in three regions – Kurzeme (Western Latvia), Latgale (Eastern Latvia), and Riga (capital). The materials are divided into three groups in each of the territories: recordings of Latvian children, recordings of minority children in groups with the Latvian language on a daily basis, and recordings of minority children in groups with the Russian language on a daily basis. The main problem is that regardless of the region, the Latvian language skills of minority children who attend pre-school education groups with a dominant Russian language on a daily basis are still insufficient and do not comply with the requirements set in Cabinet Regulation No. 716 of 2018 that the children should be prepared to start school with the Latvian as the learning language or bilingually. This suggests that the legislative provisions are not fully implemented and improvements are necessary for the Latvian language training system for minority children.

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A register approach to Estonian EFL learners’ university writing

A register approach to Estonian EFL learners’ university writing

Author(s): Jane Klavan / Language(s): English Issue: 19/2023

The present study assesses the alleged informality of academic texts written by Estonian learners of English, which to date has yet to be empirically tested. It relies on the purpose-built Tartu Corpus of Estonian Learner English and applies Multidimensional Analysis (MDA) to situate the Estonian EFL learner texts relative to other spoken and written registers and L1 English university writing. In addition, the study describes the linguistic features characteristic of Estonian EFL learners’ writing in higher education. The MDA indicates that although there are some differences between learner and L1 English university writing, the two data samples are similar and align on several dimensions with the written register of academic prose. At the same time, the differences between learner production and L1 English professional writing imply that Estonian students of English would benefit from more explicit instructions to raise their language and register awareness in terms of academic writing in English.

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Mediated receptive multilingualism: Comprehension of Finnish via Estonian by Russian-dominant upper secondary school students

Mediated receptive multilingualism: Comprehension of Finnish via Estonian by Russian-dominant upper secondary school students

Author(s): Tatjana Nikitina / Language(s): English Issue: 19/2023

This study deals with mediated receptive multilingualism in comprehension of Finnish by Russian-dominant upper secondary school students in Estonia. The objective of the experiment is to analyse whether students with Russian as L1 and Estonian as L2, with no prior knowledge of Finnish, can understand Finnish utilizing their command of Estonian. The research in this field can enhance understanding of the processes in acquiring a foreign language without direct exposure to it. The linguistic experiment that was compiled to assist the objective of the research consisted of a test written in Finnish and a questionnaire. The respondents had to take the test and then fill in the questionnaire that aided to interpret the results. The outcome of the study indicated that the students excellently tackled the tasks of the experiment on understanding texts in Finnish. The students’ L2 (Estonian) played a key role in understanding the Finnish texts. Likewise, the results of the experiment demonstrated that the understanding of a foreign text can be influenced not only by early-acquired languages, but also by other factors, such as frequent traveling to a country where the language is spoken, the internet, advertising and intuition.

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LÜHIKROONIKA

Author(s): Not Specified Author / Language(s): Estonian Issue: 4/2023

Chronicle of events.

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LÜHIKROONIKA

Author(s): Not Specified Author / Language(s): Estonian Issue: 5/2023

Chronicle of events.

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КЪМ ЕТИМОЛОГИЯТА НА ЕДНО НАЗВАНИЕ В СЛАВЯНСКИТЕ ЕЗИЦИ. ХРЪТ: ОСНОВНИ ХИПОТЕЗИ

КЪМ ЕТИМОЛОГИЯТА НА ЕДНО НАЗВАНИЕ В СЛАВЯНСКИТЕ ЕЗИЦИ. ХРЪТ: ОСНОВНИ ХИПОТЕЗИ

Author(s): Simeon Stefanov / Language(s): Bulgarian Issue: 01/2023

This text attempts to establish the origin of a name in Slavic languages. The main etymological hypotheses are summarized and arranged according to their degree of probability.

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Slavų-iranėnų kalbų kontaktai: sudurtiniai žodžiai su slav. *mysl- : iran. *mana-, *mazda- (baltų kalbų kontekste)

Slavų-iranėnų kalbų kontaktai: sudurtiniai žodžiai su slav. *mysl- : iran. *mana-, *mazda- (baltų kalbų kontekste)

Author(s): Alexandr I. Iliadi / Language(s): Russian Issue: 87/2022

The investigation contains the results of a comparative-historical analysis of Iranian, Slavic and Baltic lexical and syntactic units with reflexes of Indo-European root *men- ‘thinkʼ, ‘thoughtʼ. The formation of compound-words and formulaic expressions (stable syntactic combinations, expressing ideological semantics) with the mentioned etymon shows structural-semantic parallelism in three linguistic cultures. This parallelism manifests itself in the complete genetical identity of the etymological composition (except for the formant) of the compared units and in the common organization standards of their cultural semantics, reflecting: 1) dualism at the core of religion and moral relations inside ancient societies (for Iranian and Slavic); 2) religiously unmarked cultural concepts (for Slavic and Baltic). Conclusions as regards the сauses of structural and etymological affinity or semantical and typlogical similarity of compared datas is made.

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PARAMA PROTESTANTŲ MISIJOMS PRŪSIJOS LIETUVOJE XIX A. 1-OJE PUSĖJE: PRIVAČIOS INICIATYVOS IR SPAUDOS VAIDMUO

PARAMA PROTESTANTŲ MISIJOMS PRŪSIJOS LIETUVOJE XIX A. 1-OJE PUSĖJE: PRIVAČIOS INICIATYVOS IR SPAUDOS VAIDMUO

Author(s): Inga Strungytė-Liugienė / Language(s): Lithuanian Issue: 87/2022

The article analyses the forms of financial support collected for protestant missions in Prussian Lithuania in the first half of the 19th century. It investigates the role of mission supporter, inspector of Bachmann Manor near Klaipėda (the former Memel) and member of the Moravian Church Wilhelm Andreas Rhenius in gathering donations for missions in southeast India. Lithuanian periodical publication Nuſidawimai apie Ewangelios Praſiplatinima tarp Ʒydu ir Pagonu (editor Johann Ferdinand Kelch, published from 1832) is also discussed. The paper examines the translation of Ernst Friedrich Ball’s sermon Tēkel, tai yr: Swēre tawę Swàrcʒeis ir perlèngwą ißrądo (Königsberg, 1843) by Evangelical Lutheran priest, future professor at the University of Königsberg and author of the Lithuanian grammar Friedrich Kurschat (Frydrichas Kuršaitis).

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Linguistic scenery in Latvian botany textbooks (1880s-1940s): Stable and varying features

Author(s): Jānis Veckrācis / Language(s): English Issue: 42/2023

Texts, including original botany textbooks (not translations or adaptations) produced in the second part of the 19th century and early decades of the 20th century embody a period of intense linguistic development in the Latvian language. This paper provides a linguistic analysis of the features of two botany textbooks: Botānika tautas skolām un pašmācībai (Botany for Folk Schools and Self-Education) by Jānis Ilsters (1883) and Botānika (Botany) by Pauls Galenieks, also citing its further editions (1924–1945). The aim of the study is to collate data that is representative of morphological, syntactic and lexical changes and stable elements from these texts. The respective linguistic phenomena are discussed and analysed in the context of language facts present in several dictionaries and other relevant publications. The data obtained in this study illustrates that by the end of the period covered in this paper, the process of turbulent linguistic changes in the Latvian language had been replaced by more balanced development with some indications of stabilisation, although numerous features remained variable and dynamic. Despite a number of the syntactic and lexical elements recorded in the main sources of the study having since changed and/or become obsolete, these textbooks provide evidence that both the Latvian language and the linguistic materials used in botany were to a great extent already well developed and had begun to enter the stabilisation phase. In recent years, botany has become an area of increased linguistic interest among botany experts and linguists themselves, although the collation of a detailed data set detailing the development of the whole body of specialised lexis used in botany remains a task for the future.

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Zapożyczenia czy przełączanie kodów? Analiza integracji morfo­-syntak­tycznej litewskich i rosyjskich rzeczowników w powieści Bartosza Połońskiego „Robczik”

Zapożyczenia czy przełączanie kodów? Analiza integracji morfo­-syntak­tycznej litewskich i rosyjskich rzeczowników w powieści Bartosza Połońskiego „Robczik”

Author(s): Irena Masojć / Language(s): Polish Issue: 1/2023

One of the most debated issues in the research on linguistic interactions includes the problem of differentiating between borrowings and effects of code-switching, which is solved in a particularly complex way by studying the interaction of closely related languages. The aim of the article is to reveal various ways of integrating Lithuanian and Russian nouns used in informal communication in the Polish language in Lithuania and to make attempts to answer the question of whether the degree of morphosyntactic adaptation can be used to determine the boundary between the borrowings and effects of code-switching. The study is based on the linguistic material of the novel Robczik by Bartosz Połoński, in which the author fairly accurately reconstructed the slang of young people at the end of the 20th and the beginning of the 21st centuries. The analysis shows that in the case of typologically and genetically similar languages, foreign lexical items are incorporated into the syntactic structure of the language in several ways. However, the morphosyntactic integration of Lithuanian and Russian words is not a sufficient criterion to distinguish the phenomenon of borrowing from that of code-switching. Other criteria, such as phonological ones, which can only be applied to spoken linguistic material, may be of utmost importance.

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Erinnerungen an Akademiemitglied Professor Dr. Vjačeslav Vsevolodovič Ivánov anlässlich seines fünften Todestages

Erinnerungen an Akademiemitglied Professor Dr. Vjačeslav Vsevolodovič Ivánov anlässlich seines fünften Todestages

Author(s): Rainer Eckert / Language(s): German Issue: 1/2023

Born on August 21, 1929 in Moscow, Vyacheslav Vsevolodovich Ivanov died on October 7, 2017 in Los Angeles. The beginning of an unprecedented scientific career of Vyacheslav Vsevolodovich was interrupted by a ruthless political campaign of the MGU management in 1959, which ended with Vyacheslav Vsevolodovich‘s expulsion from the university. Those in power at the time condemned Vyacheslav Vsevolodovich Ivanov for his public negation of the official verdict on the novel by B.L. Pasternak Doctor Živago and in support of the scientific views of the world-renowned linguist prof. dr. Roman Osipovic Jacobson. The life and work of VYACHESLAV VSEVOLODOVICH IVANOV, based on the many languages and the literatures that existed through them, which he re-searched and communicated to people (and especially to student youth) in a rarely encountered way, were through a constant intrusion in science about man and in art and closely linked with a deep humanism and an exemplary empathy. From the Editor. The memoirs of the famous German baltist Rainer Eckert about Vyacheslav Vsevolodovich Ivanov, member of the Russian Academy of Sciences, director of the Institute of World Culture at Moscow State University and professor in the Department of Slavic and East European Languages and Literatures at the University of California, an outstanding scholar of encyclopedic outlook, are dedicated to the fifth anniversary of his death. The Memoirs of Prof. Rainer Eckert are published without changes, with the author‘s references to the books and articles mentioned in the text.

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Frederik H. Bissinger (2021). Family Language Policies and Immigrant Language Maintenance. Lithuanian in Sweden

Frederik H. Bissinger (2021). Family Language Policies and Immigrant Language Maintenance. Lithuanian in Sweden

Author(s): Anna Verschik / Language(s): English Issue: 19/2023

Review of: Frederik H. Bissinger (2021). Family Language Policies and Immigrant Language Maintenance. Lithuanian in Sweden, Stockholm Studies in Baltic Languages 13. Stockholm: Stockholm University. PhD Thesis.

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Rhetorical structure and linguistic features of research article abstracts in the humanities: the case of Lithuanian, English, and Russian

Rhetorical structure and linguistic features of research article abstracts in the humanities: the case of Lithuanian, English, and Russian

Author(s): Erika Gobekci / Language(s): English Issue: 19/2023

Over the past few decades, research article abstracts have been receiving increased attention of scholars. While abstracts in English have been extensively researched, there are few studies on abstracts in Russian and no studies on abstracts in Lithuanian. This study investigates the rhetorical structure and linguistic features of research article abstracts across different humanities disciplines in Lithuanian, English and Russian. My aim is to detect similarities and differences in abstract structure and corresponding linguistic features within the three different academic writing traditions. I seek to answer the question which writing tradition, the Anglo-Saxon or the Continental, is closer to Lithuanian academic writing. This study employs contrastive qualitative and quantitative analysis and corpus-based methodology. The results highlight aspects of abstract writing that may be relevant for researchers while preparing abstracts of their research articles in these three languages.

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Developmental Changes in Acoustic Characteristics of Speech of Estonian Adolescents

Developmental Changes in Acoustic Characteristics of Speech of Estonian Adolescents

Author(s): Einar Meister,Lya Meister / Language(s): English Issue: 90/2023

The paper introduces the Estonian Adolescent Speech Corpus and explores the developmental changes in speech production based on acoustic characteristics of fundamental frequency (F0), formant frequencies, and speech tempo as a function of age and gender. Age- and gender-related anatomic changes in adolescence have implications for speech acoustics: a sudden drop of F0 at puberty in boys, and an almost gradual decrease of the acoustic vowels space. In parallel with anatomic changes, the development of the speech motor system is manifested as the increase of speaking rate. The analysis of fundamental frequency (F0) shows that in both male and female speakers, the F0 decreases gradually at the age from 9 to 12 years, then in males F0 drops ca by 100 Hz at the age of 12–15 due to puberty voice change, and becomes stable at the age of 15–18; in female speakers, a gradual decrease of F0 continues till the age 18. The formant frequencies of vowels decrease gradually from 10 to 15 years in both genders and the quality of vowels stabilizes at the age of 15–18 years, gender-specific differences emerge at the age of 12–13. Speech rate increases from 4 syllables per second in 9–10 years to 5.1 syllables per second in 14 years and becomes stable between the ages of 15 and 18, gender differences are not significant. The results of the current study can be considered as reference data that are typical for Estonian-speaking individuals aged 9–18 years with normal language development.

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Translating Latvian diminutive nouns into Estonian

Translating Latvian diminutive nouns into Estonian

Author(s): Ilze Tālberga / Language(s): English Issue: 14/2023

The study focuses on the translation of Latvian diminutives into Estonian. In both Latvian and Estonian, the main goal of diminutives is to express smallness, tenderness or affection, but in some cases also pejorative meaning (Erelt et al. 1995; Vulāne 2015; Kasik 2015; Kalnača 2015). Estonian translators of contemporary Latvian literature have stated that diminutive formations are widespread in the Latvian language, and that they do not translate all Latvian diminutives into corresponding Estonian equivalents. The purpose of this study is to analyse diminutives in three Latvian works of fiction: how many diminutives occur, how many of them are translated into Estonian, and how they have been translated. In Latvian, only diminutive nouns with suffixes -(t)iņ-, and -īt- were selected from the material. The research results show that Latvian diminutives are not very often translated into Estonian, and the main equivalent of the diminutive is frequently a base word. However, in the cases when the diminutive is translated, a variety of approaches can be observed.

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