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Katsauksessa selvitetään suomen kielen tuloa oppiaineeksi, sen esteitä ja hyväksyntää vuonna 1843. Historia kytkeytyy opetussuunnitelmiin. Opetussuunnitelmat ovat määrittäneet oppiaineen tavoitteita ja sisältöjä eri tavoin. Niissä tapahtuneita muutoksia tarkastellaan kronologisesti. Äidinkieli on kehittynyt kahden oppitunnin tuntimäärästä koulun runsastuntisimmaksi aineeksi, voidaan sanoa koulun tärkeimmäksi aineeksi, sillä se on kaiken oppimisen perusta. Oppimateriaalin muuttumista sivutaan jonkin verran. Vertailujen tuloksena päädytään esittämään seitsemän vaihetta. Viimeisenä on digitaalisuus. Internetin yleistymisen älypuhelimiin vuodesta 2009 katsotaan horjuttaneen paperikirjojen lukemista ja johtaneen lukemisen vähenemiseen. Koulun kirjallisuuden opetus on muuttunut kansallisen identiteetin vahvistamisesta entistä enemmän demokraattisten toiminta- ja vaikutusvalmiuksien kehittämiseen kuten myös virikkeiden antamiseksi oppilaan kulttuuripersoonallisuuden kasvua varten. Draamamenetelmien käytön ja toiminnallisen kieliopin avulla äidinkielestä tulee oppiaineena mieluisampi kasvavalle nuorelle. Opettajien koulutuksessa draamalle pitäisi olla enemmän aikaa. Opetussuunnitelmista toivotaan vastaisuudessa tiiviimpiä ja selkeämpiä, kuten esim. Virossa, eikä 500-sivuisia järkäleitä kuten Suomessa. Suomeen tarvittaisiin kaanonin kokeilua.

The study of features that affect the linguistic form of translated texts has been one of the central questions within the field of corpus-based translation studies. In the partially overlapping field of computational linguistics, previous studies have shown that source languages of individual texts can be detected automatically in direct translations and indirect translations (i.e., translations done from translations). However, computationally oriented approaches have paid limited attention to what specific linguistic features make successful classification possible. Consequently, the types of linguistic phenomena characterizing translations and the kinds of linguistic interference that can be detected in them remain underexplored. In this study, we study the linguistic features that contribute to the identification of the source language of direct translations from English, French, German, Greek, and Swedish, as well as indirect translations from Greek into Finnish, with English, French, German, and Swedish as mediating languages. Theoretically, this study builds on Halverson's (2017) gravitational pull model to explain the mechanisms behind our findings in a theoretically sound fashion and to generate theoretically motivated, specific hypotheses to be tested by future research. The analysis makes use of keyness analysis as a supervised machine learning technique, as well as exploratory factor analysis (EFA) as an unsupervised machine learning technique. The results indicate that sentence length, sentence-initial adverbs and sentence-final specification are the linguistic features that set the different types of translations apart from each other. Furthermore, the salient features of the ultimate source language outweigh those of the mediating languages in indirect translations or the entrenched parallels between specific language pairs. [ABSTRACT FROM AUTHOR]

This study investigates the multimodal construction of blame attributions in peer interaction during digital tasks in English as a Foreign Language classrooms. Drawing on multimodal conversation analysis (CA), we examine how the force of blamings is manifested in and through the variety of resources used, and the role of digital devices in the emergence and resolution of blaming sequences. The analysis shows that children's blame attributions can be bold and involve a lamination of several multimodal resources, often without an explicit verbal formulation. Additionally, participants may build on the actions of the digital application to allocate blame, using the affordances of the technology to avoid direct verbal attributions. The study thus elaborates on the sequential structure of blamings and highlights their context-bound and multimodal nature. It contributes to research on multimodality in technology-supported classroom interactions, shedding light on the merging of the embodied and the digital in action formation. [ABSTRACT FROM AUTHOR]

The article compares the distributional differences in the use of the partitive object cases in Estonian and Finnish via multifactorial modeling in contrastive research using the European Parliament parallel text corpus. Based on previous contrastive research on Finnic, we expected the principles of object case marking to be similar for Estonian and Finnish (confirmed), and the partitive objects to be more numerous in Estonian than in Finnish (not confirmed, as countable objects with scalar verbs proved less likely to be partitive in Estonian). We hypothesized that multifactorial modeling in contrastive research design could help identify the causes for variation and unfold subtle differences between related language systems. Since preferences related to grammatical voice and constituent order revealed subtle differences between the systems, this hypothesis was confirmed. [ABSTRACT FROM AUTHOR]

This article* focuses on the immediate near-death experience of an elderly woman living in traditional Vepsian culture. We analyse which universal, and which more culturally motivated features are present in her story narrated to us in 2018. We conclude that, despite the strong association with animistic beliefs in the informant's everyday life, the experience is dominated by elements specific to vernacular Orthodox Christianity. The article presents a translation from Vepsian of a fragmentary personal experience narrative. [ABSTRACT FROM AUTHOR]

The article provides an overview of the meanings of the Estonian core verb laskma ('to let'), explains the development and usage of its grammatical constructions, and describes the most common semantic types of the laskmacausative (LET-causative). Data for this study were collected from corpora of written Estonian texts from the 16th century to the present. The first instance of the laskmacausative is impossible to ascertain due to the grammatical constructions of laskma already appearing in written texts in the 16th and 17th centuries (explained as forced grammaticalization). However, the process of grammaticalization can be elucidated through the relationships among the meanings of laskma and bridging constructions. The lexical meanings of laskma were categorized into four groups: 'to move a substance somewhere or in some direction', 'to not hinder', 'to act at full speed', and 'to discharge something from a firearm'. The verb laskma appears in a permissive causative construction (causer + laskma + causee + Vdainf), expressing the meaning of 'to allow'. Laskma + Vdainf also signifies 'to ask someone to do something'. The usage of laskma + Vdainf 'to allow' is the most frequent among all [ABSTRACT FROM AUTHOR]

Background: Previous studies have demonstrated that communication partner training is an effective means to alter the use of communication aids. Partners use many types of facilitative strategies and practices during aided interaction. Despite the study findings, communication aids are often unused, and communication partners feel that using them is challenging. Aim and method: This article describes the positive change that occurs in a mother's practices during aided conversation with her son after a video-based intervention. The research method is conversation analysis. Results: The analysis demonstrates how before the intervention, the mother pushed her son to use a speech-generating device, and how after the intervention she facilitated his use of the device by using it together with her son, and by positioning herself as an equal conversationalist who shared her thoughts. Conclusion: The results of this study contribute to a deeper understanding of different communication partner practices and offer new ideas for updating the general recommendations for facilitating aided conversations. [ABSTRACT FROM AUTHOR]

In this study, we look at manner demonstratives (such as 'so' and similative prepositions such as 'like') in complex sentences of two Finnic languages: Finnish and Estonian. We expand previous accounts of these manner expressions (MEs) in quotative constructions and investigate their use with epistemic ('know', 'guess') and perceptive ('see', 'hear', 'feel') verbs in non-standard written communications. In addition to the results from two Finnic languages, in the discussion of this article, we pay attention to the similarities found in the use of MEs with these verbs in Finno-Ugric languages spoken in Russia. The results show that MEs contribute to the expression of epistemic processes and perception in both languages. Manner demonstratives are used as endophoric markers pointing at demonstrations and descriptions of the event perceived. Co-occurring with the epistemic verb 'know', manner demonstratives induce a non-factive construal and cancel the presupposition that the speaker considers the proposition to be true. With inherently subjective verbs like 'understand' and in some contexts with perceptive verbs like 'see, seem', and 'feel', they indicate the subjective interpretation of the event. The reportative function is observed with the auditory perceptive verbs 'hear' and 'be heard', where the manner demonstratives highlight the reporter's uncertainty or indicate the verbatim rendering of the report. Furthermore, they can express the speaker's wishful thinking while co-occurring with a visual perceptive verb 'see'. In turn, similative markers are used in reportative function as already established quotatives and mark reports as approximately reproduced or typical for the event described. Co-occurring with perceptive verbs, they can express the speaker's doubt or mark propositions as counterfactual. [ABSTRACT FROM AUTHOR]

Copyright of Tyoelaman Tutkimus is the property of Tyoelaman tutkimusyhdistys ry and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Linguistica Uralica is the property of Teaduste Akadeemia Kirjastus and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Difficulties in false belief reasoning are associated with autism spectrum. False belief tasks tend to be easy to administer and code, and thus are often used for testing purposes. However, the amount of information that can be gleaned from this type of assessment task goes beyond correct/wrong score attribution. Instead, fine-grained information may be derive from a detailed qualitative analysis of the content of the answers, as well as the strategies used to produce them. Moreover, the testing situation contains other interesting aspects, such as a child's orientation to the task. Therefore, we examined both qualitatively and quantitatively the various ways children (15 autistic and 15 control children; mean age 7;5 years) responded to a false belief question. The false belief question was more difficult for the autistic than for the control children, but there was no statistically significant difference among the answering strategies between the groups. The answering strategies were mostly similar between the groups. Autistic children preferred to use nouns or locative pro-adverbs while answering, whereas control children used more versatile ways of answering, even though the length of the answers did not differ between the groups. When considering the orientation to the ongoing task, the autistic children had longer reaction times than the control children did. Some autistic children needed the researcher's support to focus on the task, but in general, expressions of uncertainty or commenting during the task were not frequent among the children. The results of this study can be utilized in deepening our understanding of the abilities of autistic individuals and to develop sensitive ways to assess and support autistic children. [ABSTRACT FROM AUTHOR]

Copyright of Sosiologia is the property of Westermarck Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper discusses the past tense system in the languages of the Volga-Kama linguistic area as well as the lack of morphological evidentiality in Mordva. The Volga-Kama linguistic area comprises Finno-Ugric (Udmurt, Mari, Komi, Mordva) and Turkic (Tatar, Chuvash, Bashkir) languages. The languages in the area, with the exception of Mordva, morphosyntactically mark indirect evidentiality through their past tense systems - this leads to at least two synthetic past tenses in their past tense system. Furthermore, the languages maintain a complex system of compound past tenses incorporating evidential and aspectual meanings. Mordva is an exception again as it does not have any compound past tenses. There are three basic patterns for the development of past tenses in the Volga-Kama area (excluding the generic past tenses that have a well-defined morphological marker, and can be considered primary from a diachronic point of view): i) Predicative use of non-finite forms; ii) The combination of finite verb forms and past tense form(s) of the 'be' verb; iii) The combination of non-finite verb forms and the past or present tense form(s) of the 'be' verb. Considering the lack of grammatical evidentiality in Mordva, it can be established that the potential source of morphological marking of indirect evidentiality in the area is a past tense with a perfect or resultative meaning. Even though Mordva has a synthetic past tense that has structurally the same origin as other past tenses in the area, it is a habitual past tense and not a perfect one. Another potential source for evidentials in the area is the predicative use of non-finite forms - in the case of Mordva, the perfect participle has a predicative use with a passive meaning with transitive verbs, but no evidential functions have been mentioned in the literature. [ABSTRACT FROM AUTHOR]

Like many other languages, in Finnish the alternative conjunction vai ('or') can be used in a turn-final position without the presence of an (explicit) alternative. This article discusses the contribution of turn-final vai 'or' in requests for confirmation. It argues that there are two main contexts of use. The forward-looking vai -turn seeks confirmation for something that is not based on the previous talk. In this case, vai marks the content of the question as merely one possible alternative. In backward-looking use, the vai -turn offers an interpretation of something that was implied in the previous talk and typically contrasts with a previously held, alternative assumption. The former type enables a (dis)confirmation with elaboration, whereas the latter type makes relevant a (dis)confirmation with minimal specification/explanation. The study contributes to the cross-linguistic research on turn-final particles and specifically, the particle 'or'. [ABSTRACT FROM AUTHOR]

This article presents an online tool developed by the DigiTala research project in 2022. The tool is the first one to provide comprehensive automated assessment of spontaneous L2 Finnish and Swedish speech. The Moodle-based tool records and analyzes L2 learners' speech automatically and provides holistic as well as analytic feedback to learners. In addition to selfregulated learning purposes, the tool can be used to support human assessment in high-stakes tests and language courses. We discuss the benefits and weaknesses of the tool and automated speaking assessment in general from the perspectives of low-resourced languages as well as developers and users. [ABSTRACT FROM AUTHOR]

The paper focuses on the Russian accent in the Finnish oral proficiency test. The data consist of spontaneous monologues on an intermediate proficiency level from 10 speakers (about 90 s each). Raters (n=44) were asked to identify the accent in the speech samples as well as to give justifications for their recognition in their own words. The analysis is based on a classification of the raters' comments as well as auditory and acoustic analysis by the author. The results show that the raters paid most attention to individual sounds, but also palatalization and intonation were mentioned as the reasons for detection of the Russian accent. To conclude, further and more detailed acoustic analysis is needed to gain more understanding of the phonetic features of Russian accented Finnish. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Estonian & Finno-Ugric Linguistics / Eesti ja Soome-ugri Keeleteaduse Ajakiri is the property of University of Tartu Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Estonian & Finno-Ugric Linguistics / Eesti ja Soome-ugri Keeleteaduse Ajakiri is the property of University of Tartu Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Estonian & Finno-Ugric Linguistics / Eesti ja Soome-ugri Keeleteaduse Ajakiri is the property of University of Tartu Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Estonian & Finno-Ugric Linguistics / Eesti ja Soome-ugri Keeleteaduse Ajakiri is the property of University of Tartu Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Estonian & Finno-Ugric Linguistics / Eesti ja Soome-ugri Keeleteaduse Ajakiri is the property of University of Tartu Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Neuphilologische Mitteilungen is the property of Modern Language Society and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)