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Philologia Estonica Tallinnensis
Number of Followers: 0  Open Access journalISSN (Print) 2504-6616 - ISSN (Online) 2504-6624 Published by Tallinn University  [5 journals]
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- Introduction/Sissejuhatus
Authors: Anna Verschik
Pages: 7 - 12
Abstract: Sissejuhatus/Introduction: Philologia Estonica Tallinnensis 7 (2022) „Uurimusi laste ja noorte mitmekeelsusest“/„Research in children’s and youth multilingualism“
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.00
- Connectivity in Narratives of Turkish-English and Turkish-Russian
Bilinguals
Authors: Elena Antonova-Ünlü, Çiğdem Sağın-Şimşek
Pages: 13 - 38
Abstract: The present study draws on the narrative production of the Turkish-English and Turkish-Russian bilingual children in an attempt to examine whether the use of connectivity elements in the oral narratives of the bilingual children diverges from that of monolingual Turkish children. In particular, the study aimed to examine the use of temporal connectivity elements in the oral narratives of the Turkish-English and Turkish-Russian bilingual children in comparison to Turkish monolingual children focusing on the use of tense/aspect markers utilized to anchor narratives, temporal converbs used to link clauses in narratives, and also temporal connectors used to link clauses. The data were collected from two bilingual groups, Turkish-Russian (Group 1) and Turkish-English (Group 2), consisting of five children each and the control group consisting of seven monolingual Turkish children. The analysis of the data revealed that the Turkish-English and Turkish-Russian bilingual children performed differently than their Turkish monolingual counterparts in how consistently they used tense/aspect markers to anchor their narratives and in how they used converbial markers to indicate the sequentiality of the events in their narratives. The results are discussed in relation to prior research and the typological peculiarities of the languages.Keywords: bilingual language acquisition, Russian-Turkish, TurkishEnglish, connectivity, narratives
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.01
- Eesti keelt teise keelena omandavate laste eesti keele oskuse areng aasta
jooksul
Authors: Piret Baird, Reili Argus, Merilyn Meristo
Pages: 39 - 79
Abstract: Eesti koolides on järjest enam erineva keeletasemega õpilasi. Samas on väga vähe empiirilisi andmeid selle kohta, kuidas eesti keele kui teise keele omandamine täpsemalt toimub. Siinse uuringu eesmärk oli teha kindlaks kahe erineva eesti keele oskusega grupi laste keeleoskus pärast üht aastat eesti keele õpet koolis. Ühte gruppi kuulusid lapsed, kes õppeaasta alguses eesti keelt üldse ei rääkinud, teise need, kelle keeleoskus oli vähene, kuid kes mingil määral eesti keelt siiski rääkisid (oskasid kasutada tervikuna omandatud eestikeelseid väljendeid ja sõnu, kuid ei olnud võimelised iseseisvalt eestikeelseid lauseid moodustama). Teine eesmärk oli katsetada autorite loodud hindamisvahendi efektiivsust. Hindamisvahendiga mõõdeti laste oskust mõista ja kasutada eesti keele grammatilisi kategooriad ja konstruktsioone. Tulemustest selgus, et kahe erineva keeleoskuse tasemega grupi tulemused aasta lõpus ei erinenud, st et tugevama stardipositsiooniga laste tulemused ei olnud nõrgema stardipositsiooniga laste omadest üheski kategoorias paremad. Hinnatud 7–9-aastased õpilased mõistavad grammatilistest kategooriatest kõiki eesti keele eel A1-taseme kategooriaid ja vorme, kuid kasutada oskavad lapsed vaid ainsuse nimetava käände vormi ning kindla kõneviisi oleviku esimese ja kolmanda pöörde vorme. Fraasi- ja konstruktsioonitüüpide, ühendtegusõnade ning liitsõnade kasutamise oskuse kohta hindamisvahendiga kinnitust ei saanud, seega võib hindamisvahendit pidada ainult osaliselt efektiivseks.
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.02
- Enabling tool: Estonian-English Code-Mixing of a 2-Year-Old with Balanced
Input
Authors: Piret Baird
Pages: 80 - 102
Abstract: In recent years several studies have focused on bilingual children’s code-mixing in light of usage-based theory (Gaskins et al. 2019a; Quick et al. 2020; Yow et al. 2018). However, most studies on bilingual children so far have focused on families that employ the one-parent-onelanguage or minority language at home strategies, in which cases children often receive significantly more input in one language. The current case study focused on a 2-year-old (2;4–2;10) Estonian English bilingual whose language input was more balanced between her two languages. The results showed that the child’s balanced input was reflected in the output proportions of her two languages and in her mean length of utterance scores. The child produced many code-mixed utterances, which also had the highest mean length of utterance score and were more complex than monolingual utterances.Keywords: bilingualism, code-mixing, MLU, usage-based, balanced input, Estonian, English
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.03
- Accents of Russian in Performative Use: Ethnic Styles, Language Attitudes,
and Identities of Young Non-native Speakers
Authors: Vlada Baranova, Kapitolina Fedorova
Pages: 103 - 125
Abstract: The paper deals with the performative use of different ethnic accents by young multilingual speakers of Russian. It aims at revealing the ways ethnic accents are used to challenge existing monolingual bias and reclaim agency opposing ethnic and linguistic prejudices. The study is based on an analysis of videos representing and discussing different nonnative accents of Russian, created both by professional comedians and by amateurs and published on YouTube and TikTok. Metadata and comments on the videos expressing attitudes towards the performance of accents and linguistic stereotypes were also included in the analysis to reveal typical audience reactions.Keywords: youth multilingualism, language ideology, ethnic identity,
Russian, migration, comedy, vlogs
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.04
- Zwei Sprachen gleichzeitig' Nein, das schaff’ ich nicht: A
Lithuanian-German Boy’s Journey to Active Bilingualism
Authors: Inga Hilbig
Pages: 126 - 147
Abstract: Whereas many children in bilingual settings do not speak the minority language, very little is known about receptive bilingualism from the onset of speech and about such bilinguals activating their dormant language. Drawing on longitudinal ethnographic data, this paper reports on a case study of a receptive simultaneously bilingual Lithuanian-German boy who later started speaking both of his languages. Parents can do much for their children’s bilingualism, but the child’s agency is very important as well. The latter is much determined by the macro-socialisation factors, primarily by the communicative motivation of the child to use the minority language outside the bilingual home. Next to confirming possible insufficiency of the OPOL model, the paper demonstrates how quickly passive languages can be activated and highlights the importance of continuity of input and the value of receptive bilingualism.Keywords: early simultaneous bilingualism, receptive bilingualism, minority language, OPOL model, Lithuanian, German
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.05
- The English Fricative Consonant /z/ as a Challenge to Norwegian L1 EFL
Learners: An Error Analysis of Phonemic Transcriptions
Authors: Oleksandr Kapranov
Pages: 148 - 185
Abstract: English fricatives, such as /z/, are thought to pose substantial challenges to the students of English as a Foreign Language (EFL) whose first languages (L1s) are characterised by phonetic repertoires that are dissimilar to that of English as far as fricatives are concerned (Kallio et al. 2021; Kanokpermpoon 2007). The absence of the fricative /z/ in the phonetic inventory of Norwegian is reported to impact negatively on the Norwegian L1 EFL learners’ speech production in English (Rugesæter 2014). The study that is further presented in the article aims to analyse potential challenges associated with the English fricative consonant /z/ experienced by a group of Norwegian L1 EFL students (hereafter “participants”) on the B2 level of proficiency in English according to the Common European Framework of Reference for Languages (The Council of Europe 2011). To that end, the participants were requested to execute a series of phonemic transcriptions in the International Phonetic Alphabet (IPA): one transcription at the end of the autumn semester (Task 1) and another one at the end of the spring semester (Task 2). The phonemic transcriptions in the study were regarded as a diagnostic tool (Fouz-González, Mompean 2021; Lintunen 2005) that provided an index of the participants’ familiarity with /z/ and, indirectly, reflected their use of /z/. The error analysis of the participants’ transcriptions revealed that the majority of them made mistakes by substituting /z/ for /s/. Considering that the substitution of /z/ for /s/ was common in Task 1 and persisted in Task 2, it was concluded that the participants, who were on the upper-intermediate level of English proficiency, found /z/ challenging. The linguo-didactic implications of the findings are discussed in the article.Keywords: English as a Foreign Language (EFL), the English fricative consonant /z/, /s/ – /z/ contrast, upper-intermediate EFL learners, Norwegian L1
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.06
- Acquisition of Russian nominal derivation in monolingualism and
bilingualism
Authors: Victoria V. Kazakovskaya
Pages: 186 - 214
Abstract: The case study focuses on the acquisition of Russian derivational morphology in terms of nouns by monolingual (Russian) and simultaneous bilingual (Russian German) children of early age. The results are based on analysis of representative natural longitudinal recordings transcribed and stored in CHAT format using the CHILDES system. The first patterns and methods of nominal word-formation along with the morphemes used by children are revealed. The properties of word-formation that indicate the productive use of the nominal derivatives, such as the presence of simplex–derivative pairs, chains and word families, as well as occasionalisms are noted. The similarities and differences in the acquisition of nominal derivatives, including their semantic domains, in mono- and bilingual situations are discussed.Keywords: nouns, word-formation, derivatives, simplexes, compounding, Russian, German
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.07
- The Insertion of Person References Motivated by Pragmatic Differences in
Estonian-English-Japanese Facebook Communication
Authors: Geidi Kilp
Pages: 215 - 238
Abstract: Sociopragmatic differences have been examined between many languages and cultures, including English and Japanese. However, Estonian and Japanese have yet to be compared, and thus this data of EstonianEnglish-Japanese communication on Facebook offers a look at a type of code-switching that is caused by the sociopragmatic differences between Estonian and Japanese – i.e. the insertion of person references from Japanese to Estonian and English utterances by native Estonians.I am using the Estonian-English-Japanese Facebook communication dataset from Kilp (2021) with new added conversations. The data consist of synchronous private Facebook messages between 2015 and 2021: a total of 7 informants, 50 conversations and 14,681 tokens. A usage-based approach and a qualitative analysis are applied to the data from individual informants and particular cases.These data show that a perception of pragmatic differences causes the insertions of the Japanese person references, senpai ‘senior’ and sensei ‘teacher’, in various forms (affixed to the name, replacing the name, elongated, capitalised, in the Latin alphabet, in Japanese script) in Estonian and English utterances, while factors such as vertical hierarchy, horizontal solidarity and (situational) salience play an important role in facilitating insertion.Keywords: deixis, code-switching, vocative, usage-based approach, contact linguistics, computer-mediated communication, salience, Estonian, English, Japanese
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.08
- The bilingual advantage: performing the non-word repetition test
Authors: Eglė Krivickaitė-Leišienė, Ineta Dabašinskienė
Pages: 239 - 262
Abstract: The study investigated the accuracy of non-word production by bilingual and monolingual children. The participants (125 children in total) belonged to two groups of bilingual children with different language repertoires and one group of monolingual Lithuanians. The analysis revealed that the overall performance of both bilingual groups was better than in the monolingual group. The bilingual children demonstrated more accurate and statistically significant results in repeating longer and structurally more complex non-words. The findings of this study suggest that the bilinguals being acquainted with two phonological systems had a greater experience with diverse phonology, which ensured a more precise performance of the task.Keywords: bilingual and monolingual children, language acquisition, Lithuanian, English, Russian
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.09
- „Mis keeles ma räägin, I don’t know“. Eesti sisuloojate inglise
keele kasutusest YouTube’is
Authors: Kristiina Praakli, Mari-Liis Korkus, Aive Mandel, Elisabeth Kaukonen, Annika Kängsepp, Triin Aasa, Kristel Algvere, Helen Eriksoo, Marion Mägi, Getri Tomson, Liina Lindström
Pages: 263 - 290
Abstract: Artiklis käsitleme YouTube’i platvormil videoid loovate juutuuberite keelepruuki fookusega inglise keele kasutusel. Analüüsime kaheksa eestikeelse sisulooja inglise keele kasutuse määra ja põhjusi. Valisime küsitluse põhjal välja juutuuberid, kelle videoid gümnaasiumiealised noored enim jälgivad ning kes avaldavad neid YouTube’is regulaarselt. Keeleainestikuks on litereeritud video(lõigu)d, mille põhjal analüüsisime ingliskeelsete sõnede hulka ning koodivahetuse põhjusi. Tulemustest selgus, et kõik sisuloojad kasutasid oma videotes inglise keelt, ent selle esinemismäär oli erinev. Inglise keelt kasutati enim n-ö erialaterminoloogiana, mis kajastab globaalses sisuloomes kasutatavat sõnavara (26% inglise keele esinemise juhtudest). Lisaks kasutati inglise keelt ingliskeelse popkultuuriga seotud nähtustele viitamisel (16%) ning emotsioonide väljendamisel (12%), sage oli ka kinnistunud väljendite kasutamine (6%). Üpris suure osa (23%) moodustasid juhud, mille puhul oli raske näha inglise keele eelistamise põhjusi.Võtmesõnad: YouTube, osalusmeedia, sisuloojad, noorte keel, koodivahetus, inglise keel
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.10
- Kas noored on inglise keelega 'obsessed'' Millest
räägivad korpusandmed'
Authors: Virve-Anneli Vihman, Kristiina Praakli, Maarja-Liisa Pilvik, Mari-Liis Korkus
Pages: 292 - 321
Abstract: Artiklis analüüsime inglise keele kasutust projekti „Teismeliste keel Eestis“ (TeKE)1 raames 9–18-aastaste noorte suulisest ja tšätisuhtlusest kogutud keeleandmetes. Andmeid koguti rahvateaduse meetodil. Nagu TeKE korpuse sagedusandmed ja neist kooruvad mustrid viitavad, tasub teismeliste keelekasutuses pöörata tähelepanu inglise keelele. Artiklis esitame esmase analüüsi inglise keele kasutusest ja osakaalust projekti kaasatud noorte suulise ja tšätisuhtluse andmetes. Tulemused
osutavad, et inglise keele osakaal varieerub kõnelejati, ei ole seostatav soo ega vanusega, vaid sõltub pigem muudest vestlusega seotud asjaoludest, sh vestlusteemast ja registrist. Küll aga kooruvad soolised ja vanuselised erinevused välja noorte ingliskeelse sõnavara analüüsist.Võtmesõnad: noortekeel, suuline keel, tšätikeel, korpusanalüüs, eesti keel,
inglise keel
PubDate: 2022-12-06
DOI: 10.22601/PET.2022.07.11
