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Browsing by Subject "syntax"

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  • Siddiqui, Saara (2020)
    This thesis examines non-finite verbs and their collocates in translated and non-translated Finnish-language baking recipes. The frequencies of non-finite verb forms in the two language varieties are compared, and collocates and colligate types occurring in connection with non-finite verbs are examined. These results are, then, viewed in relation to the translation universals of simplification, explicitation, interference and untypical frequencies. In addition, the frequencies are compared with frequencies in standard language. The analysis finds most non-finite forms to occur with fairly concordant frequencies in both language varieties. However, some forms, namely the inessive of the E-infinitive and the illative of the MA-infinitive, present a higher frequency in translated recipes. The overrepresentation of the inessive is line with earlier studies (Eskola 2002 and Puurtinen 2005) and could be regarded as support for the universals of untypical frequencies and, potentially, of interference. On the other hand, significant differences are also found between translated texts, particularly with regard to the illative of the MA-infinitive and the instructive of the E-infinitive, which occur with frequencies both higher and lower than in the non-translated texts. These discrepancies might be considered a manifestation of untypical frequencies in translations, but overall support for explicitation or simplification is not found. Most frequencies of non-finite forms analyzed are in concordance with frequencies in standard language (according to Ikola et al. 1989). However, the illative of the MA-infinitive is found to occur with a lower frequency and the instructive of the E-infinitive with a higher frequency than in standard Finnish. This thesis suggests that this may be due to the relationship between the function of recipes and the functions of the two verb forms. In an analysis of collocate positions, the recipes present a tendency to left-positioning. Interestingly, the analysis shows no significant differences between translated and non-translated language. This contradicts earlier studies, which have shown right-positioning to be more prevalent in Finnish translated from English than in non-translated Finnish (Eskola 2004). In contrast with these studies, the results here suggest no interference from the source language in the positioning of collocates. The material consists of forty baking recipes from four cookbooks, two of them translated and two non-translated. Recipe language, more specifically the language of their instructions, presents a highly conventionalized syntax with few complex structures and many imperatives (Pakkala-Weckström 2014). This thesis suggests, however, that non-finite verbs, instructives of the E-infinitive in particular, may be an essential component of recipe Finnish. The collocate analysis performed further suggests that it is the collocates – e.g. adverbials of time, manner and instrument – that make these non-finites meaningful, instructing the reader on how often, in which way and with what to process the ingredients, thus helping to fulfil the operative function of recipes.
  • Marjokorpi, Jenni (2014)
    According to the recent draft of the renewed Finnish national core curriculum, the basic concepts of grammar are to be learned already in the primary school when they are taught by a classroom teacher. As the basis of metalinguistic awareness, the grammatical concepts are complex and abstract, and a body of research evidence has raised public worry about the teachers' insufficient pedagogical content knowledge in this area; some authorities have even suggested replacing the classroom teachers, who receive very little grammar instruction during their training, with subject teachers of Finnish as the mother tongue in the fifth and sixth grades of basic education. This study aims at understanding student teachers' grammatical thinking from the point of view of the sentence elements subject and object, both usually taught during the fifth grade. I research the students' capability of identifying and defining the sentence elements and the minitheories they used in this cognitive process. I also study the relation between each minitheory and success in the grammar test. The study is part of a project that evaluates the student teachers' grammatical content knowledge, for which the data was collected in 2011. The students (N = 128) took a grammar test in which they identified the sentence elements, explained the strategies they used in the task, and also marked a fifth-grader's grammar test. I studied the minitheories using content analysis of the open-ended questions and examined their effectiveness with quantitative methods. I also considered the students' earlier performance in the national matriculation exam in relation to the level of grammatical content knowledge pictured by the test. The students were familiar with the concepts of subject and object as well as their semantic definitions but only 9.4 % of the participants managed to identify all the five subjects, and 21 % of them all the four objects. The separate and content-based analysis of the minitheories of subject and object showed that the students searched for both of them by using the same minitheories that I call semantic, syntactic, interrogative, and morphological. The morphological minitheory appeared effective in both cases, the syntactic minitheory in the subject tasks, and a combination of many minitheories in the object tasks. Therefore, the teacher education needs to put emphasis on the students' content knowledge in order to ensure that they have the profound grammatical understanding required by the curriculum.