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The author of the article understands object clauses as a semantic type of sentences with a set of different ways of expressing semantics: polypredicative subordinate clauses, asyndetic clauses, monopredicative clauses, clauses with parenthesis. It is suggested that the set of constructions used in academic discourse depends on the genre of the academic text. The genres of article abstracts and thesis summaries as secondary texts (texts about texts) were chosen as a material for a comparative study. The author reveals the incomplete paradigm of object clauses in secondary academic texts. The analyzed language material allows us to state that the genre of the academic article abstract does not use the entire paradigm of the ways of expressing explanatory semantics, choosing only two models as the basic ones, with a higher frequency of the monopredicative model. In the genre of thesis summaries there is a lower frequency of monopredicative clauses with deliberative semantics and a higher frequency of polypredicative subordinate clauses containing hidden reflection of the author of the text. The analyzed material indicates that the hidden author’s reflection is more often manifested through the use of quasi-impersonal sentences. The author of the article believes that there is a tendency in the analyzed genres towards increasing impersonality, the elimination of the subjective author’s position, and the desire to objectify the presented information. The research has found out certain constructions which function actively in the genre of the academic article, but are not used in article abstracts and thesis summaries. It is noted that not all introducing predicates recorded in the academic literature function in the analyzed genres. This can be explained by the genre affiliation of the texts and their communicative task. The author determines a number of objectives of the further research.

The aim of the article is to study the basic structural and semantic qualities of two-component complex sentences with object clauses functioning in mathematical works in English and French. The works of outstanding modern mathematicians in the field of differential geometry and algebraic topology served as a material for the research. Using the technique of continuous sampling the authors extracted the sentences to be studied. The basic principles of communicative grammar, structural and semantic analysis, as well as statistical methods to process the extracted material, were applied. For the difficult material to be apprehended properly the language of mathematical works must obey some definite syntactical laws. Complex sentences with clear subordination of clauses favor to a great extent the logical consecutive statement of the mathematical text. Having a more complicated structure than simple sentences they are more evident in semantic facilitating apprehension of the information being conveyed. Constructions with object clauses are highly productive among the complex sentences of the inseparable type. As a rule, it is the subordinate clause that contains somewhat new that promotes the advancement of the course of reasoning whereas the main clause is assigned only an auxiliary part. The article covers such important features of the studied sentences as the position and construction of the main and subordinate clauses, their means of connection, morphological and semantic properties of the subordinating word, etc. In the course of analysis of these structures in the two languages, some common features (for example, the absolute predominance of the preposition of the main clause), as well as considerable differences (for example, the absence of a conjunction in English) are revealed, which should be taken into account at working with the texts of mathematical works in these languages.

This study investigates coreferential objects in Akye. It shows their syntactic properties and studies their distribution. In fact, it shows that a clausal object shares the same reference with pronoun object in Akye. It also shows that the position of the pronominal object changes while the one of clausal object remains the same.

The purpose of this article is to elucidate semantic characteristics of object clauses in Mongolian. Some types of transitive verbs can take a clause form in the place of a direct object, which consists of the subject and the accusative aspectual predicate verb. They include perception verbs, thinking verbs, communication verbs, and action verbs. The object clauses that they take represent limited concepts of meaning expression: THINHG, EVENT, CONTENT OF THOUGHT, CONTENT OF UTTERANCE, and UTTERANCE. Walking along the path of analyzing and studying various data on object clauses, we should find a way leading to the door which indicates that there are significant relationships in meaning between the predicate verb types and the expression concepts.

The purpose of this article is to elucidate the relationships between sentence patterns and subject forms of Mongolian object clauses in terms of the distributions of the reflexive-possessive suffixes and the personal possessive proclitics. The sentence patterns have the following two types: a normal type whose word order is a main clause subject, an object clause and a main clause predicate; a topic type which consists of a sentence-first object clause and a main clause. The subject forms include four variants, that is, the zero (covert) form, the accusative, the genitive and the nominative, depending on the coreferentiality or non-coreferentiality between a main clause subject and an object clause one. The study demonstrates that the zero subject, in fact, is divided into an anaphoric type and a pronominal type according to the binding principle of the personal possessive proclitics as well as the reflexive-possessive suffixes. It also suggests that the choice of the accusative, the genitive and the nominative has something to do with the degree of integration of a main clause and an object clause., 学術論文

Norsk: I desember 2008 vedtok Stortinget ny formålsparagraf for grunnskolen. Der heter det at «opplæringa skal byggje på grunnleggjande verdiar i kristen og humanistisk arv og tradisjon, slik som respekt for menneskeverdet og naturen, på åndsfridom, nestekjærleik, tilgjeving, likeverd og solidaritet» (Kunnskapsdepartementet, 2008). Norske myndigheter har dermed gitt normative føringer for hvilke verdier som skal ligge til grunn for virksomheten i norsk grunnskole, og solidaritet er en av disse verdiene. Men dersom de faktiske verdiene som preger dagens norske samfunn skulle være retningsgivende for skolens verdigrunnlag, er det tvilsomt om soldaritet ville bli inkludert i verdifundamentet. Det er neppe tvil om at solidaritetstanken er under press i dagens Europa. Verdiens pressede stilling fordrer refleksjon over solidaritetstankens plass i skolens verdigrunnlag. Initiativtakere til dette prosjektet var lærerutdannerne Harald N. Løken og IngebjørgStubø ved Høgskolen i Hedmark. Andre prosjektdeltakere var grunnskolelærerne Anita Andersen og Kjersti Ree Skrefsrud ved Prestrud skole og allmennlærerstudentene Dag Martin Grambo og Gry Sæther. Prosjektarbeidet startet vinteren 2009 og ble avsluttet våren 2011. Prosjektdeltakerne ønsket å reflektere over solidaritet som holdning og verdi i grunnskolen. Prosjektgruppa valgte derfor å konsentrere seg om et temaområde og ikke en avgrenset problemstilling. Prosjektbidragene som finnes i denne rapporten, svarer derfor ikke på ett bestemt spørsmål, men belyser temaområdet – solidaritet som holdning og verdi i grunnskolen – fra ulike synsvinkler.