ÕPPIJAKEELE KONTEKSTUALLNE VARIEERUVUS EESTI KEELE TÄIS- JA OSAIHITISE KASUTAMISEL. (Estonian)

CONTEXTUAL VARIATION IN LEARNER LANGUAGE: THE USE OF TOTAL AND PARTIAL OBJECTS. (English)

TARTU (Estonia); ESTONIA

The article discusses the use of total and partial objects by speakers of Estonian as a second language in spontaneous speech and writing. The aim of the article is to identify differences in spoken and written use of objects and explain these differences by analysing the linguistic context. The informants of the study were students of University of Tartu whose mother tongue is Russian and who possess an advanced knowledge of Estonian (their proficiency in the language corresponds to the proficiency level C1). Written language data consisted of the informants' examination essays (the essays contained 581 instances of object use by 28 students) which, because of the significance of the examination, reflect a careful use of language by the informants. The spoken language data, which demonstrate a freer use of language by the learners, contained informal conversations between informants and the author of the article (conversations with 15 students totalled 882 instances of object use). Analysis of the data showed that situational context influences the grammaticality of learner language: the percentage of correct use of total and partial objects was significantly higher in spontaneous speech data than in written data (written data: partitive 87.1%, genitive 45.2%, nominative 38.5%; spoken data: partitive 92.8%, genitive 81.3%, nominative 70%). The linguistic context in learner language was taken into consideration when differences in the use of total and partial objects in speech and in writing were analysed. The article examines the occurrences of total and partial objects functioning as complements of finite and non-finite verb forms and the variety of verbs that subcategorise for the object. The analysis of the data shows that the higher percentage of grammaticality in the use of objects in spoken learner language is partly due to its simpler linguistic contexts: speech data contained considerably fewer objects that functioned as complements of non-finite verb forms and had a far smaller variety of transitive verbs subcategorising for the object than in the written data. The written data demonstrated more complex linguistic contexts (there were more non-finite constructions and a greater variety of verbs, including many aspectual verbs), which reflects the requirements of the essay genre and the variation in essay titles. [ABSTRACT FROM AUTHOR]

Artiklis antakse ülevaade õppijakeeles esineva varieeruvuse liikidest ning keskendutakse kontekstuaalsele varieeruvusele, mis avaldub nii keelelises kui ka situatsioonilises kontekstis. Üldteada on asjaolu, et eri keelekasutussituatsioonidest kogutud õppijakeele materjal võib anda erinevaid tulemusi, kuid eesti keele osas on vastavaid empiirilisi uurimusi seni tehtud väga vähe. Artiklis käsitletakse vene emakeelega eesti keele õppijate täis- ja osasihitise kasutuse erinevusi vabas suulises ja kirjalikus keelekasutuses. Vaadeldav informandirühm saavutas suulises materjalis eesti keele grammatikast lähtuvalt märgatavalt paremad tulemused kui kirjalikes tekstides. Põhjuseks tuleb pidada suulise ainestiku lihtsamat keelelist konteksti, mis avaldub süntaktiliste tarindite väiksema keerukuse ning piiratuma verbide valiku koosmõjus. [ABSTRACT FROM AUTHOR]

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