Lauserakenteen kuvaamisesta. 2

Summary

Miksi itämerensuomessa on prepositioita?

Summary: Why do the Finnic languages have prepositions?

Kulttuurisia kuvia saamelaisista ja saamelaisuudesta

Kirja-arvio

Kunnallisten sähköisten palveluiden mallintaminen

Tämän diplomityön tarkoituksena on kuvata tiettyjen kunnallisten palvelujen rakenne ja prosessikuvaukset. Rakenne kuvataan OWL-mallinnuskielellä ja palvelun käyttäjien suorittamat toiminnot BPML-mallinnuskielen avulla. Työssä on tarkoituksena esittää, kuinka sekä rakenne että toiminnot pystytään kuvaamaan XML-pohjaisen esitystavan avulla, joita nämä OWL- ja BPML-mallinnuskielet ovat. Ensin esitellään työssä käytetyt mallinnuskielet ja ne ominaisuudet, jotka liittyvät tähän tutkimukseen. Tämän jälkeen esitellään työtä varten tehdyt työnkulkukaaviot ja rakennekaaviot,sekä näiden jalostus lopulliseen OWL-muotoon ja BPMN-muotoon . Työ jakautuu kahteen eri osavaiheeseen, joissa ensimmäisessä kerrotaan kuinka kunnallisen palvelun käsitemalli esitetään UML -luokkakaavioiden avulla ja kuinka tämä jalostetaan lopulliseen OWL-muotoon. Toinen osa työstä keskittyy palvelun prosessien mallintamiseen UML-työnkulkukaavioilla ja näiden kaavioiden muokkaamiseen BPMN-muotoon eli liiketoimintaprosessidiagrammeiksi. Kunnallisista palveluista valittiin tähän diplomityöhän tilanvaraus, jonka toimintaa on tarkasteltu haastattelemalla kuntien toimijoita, jotka ovat työssään tekemisissä tilanvaraustoimintojen kanssa. Tilanvarauksen osalta haastattelutiedot olivat valmiiksi saatavilla projektin avulla Päijät-Hämeen osalta, tosin tietojatäydennettiin haastattelemalla Kouvolan tilanvarauksesta huolehtivia henkilöitä.

Mikael Agricolan teosten kielen ala-, ylä-, ja -pää-vartaloiset adpositiot

Adpositions with the stems ala, ylä and pää in the language of Mikael Agricola’s writings The language of Mikael Agricola’s (c 1510–1557) writings represents an interesting phase in the development of the Finnish system for adpositions. In the Finnish language, the older Uralic system of postpositions has undergone expansion and a new system of prepositions has been adopted. On the other hand, the adposition system found in Agricola’s writings has also been strongly affected by foreign models, because Agricola’s texts are mainly translations of religious texts, which by and large use a word-for-word translation strategy. In the thesis, I explore Agricola’s use of adpositions; more specifically, which adpositions carry the meaning of ‘being under’ or ‘being over’ something, and in what other functions these adpositions are used. My main focus is on the semantics of the adpositions. I also study the syntactic features of adpositions and adposition structures; these are intertwined with semantics, since the meaning of adpositions is established in the adposition clause. Finally, I compare Agricola’s use of adpositions to the corresponding adpositions of present-day Finnish. Adpositions with stems ala, ylä and pää form an interesting subject for research. Their frequency in the data, however, is highly uneven. The overwhelming majority of the adpositions studied in the thesis are päälle; there are only two occurrences of adpositions with the stem ylä. Adpositions typically denote a location ‘under’ or ‘above’ something. Almost half of the adpositions, however, can be classified as semantically unmotivated and as representing a foreign model in terms of the Finnish language; they do not occur in present-day Finnish. In Agricola’s texts they act in more grammatical roles than the corresponding adpositions of present-day Finnish. In the thesis, the corresponding adpositions in the source languages are carefully analysed. All other uses of the adpositions are marginal in relation to spatial ones and those based on foreign models. The original meanings of the adpositions have not changed much since Agricola, but adpositions considered to originate from foreign models have been intentionally eliminated in presentday standard Finnish. It is also noteworthy that the system of adpositions with the stems ala, ylä and pää has changed since Agricola. His texts include the adposition ala, which corresponds to the modern adposition alle. Likewise the adposition yllä is absent in Agricola, as are the internal locative cases of the adposition pää.

Kielikylpydidaktiikkaa kehittämässä : 3-6-vuotiaiden kielikylpylasten kielellinen kehitys ja kielikylpydidaktiikan kehittäminen päiväkodissa

The goal of this study is to determine the naming ability in Finnish and Swedish of nursery school-aged children participating in a language immersion programme, as well as their command of both languages. The study also aims to describe factors reflecting language immersion teaching in nursery schools based on action research and a literature survey. The longitudinal study, conducted in 2003–2005, comprised 133 native Finnish three- to six-year-old children in language immersion programmes. A total of four measurements were carried out over two and a half years. In each measurement, four separate tests were given to each child (totally 1134 measurements). Research material was collected using survey tools that measured the children’s naming ability and command of language. The tools had been translated into both Finnish and Swedish. The material also includes taped responses related to the tool for naming ability. Didactic approaches were developed on the basis of material from action research and the literature survey. The material was examined using methodological triangulation, and a quantitative analysis was made of each survey tool. Furthermore, a content analysis of the children’s taped responses gave further depth to the description of language development. The theoretical framework of the study is mainly based on modern sociocultural theories of second language development and acquisition. Thus, the approach is both linguistic and pedagogic, with emphasis lying on the latter. The socioculturally-oriented framework of this study is mainly influenced by the theorists Vygotski, Spolsky, van Lier and Cummins. According to the results, the language skills of children in language immersion programmes develop as expected from age three to six in the fields studied. In the field of language command, the children acquired excellent skills in listening comprehension. Their naming ability was not as good. In each test, the children showed weaker skills in Swedish than in Finnish. However, based on the assumption that the two languages have a shared cognitive field, the skills in Swedish catch up with the skills in Finnish at an annual rate of 6–7 per cent. The study indicates that children meet a language development threshold one year earlier in their native language than they do in the immersion language. As for the naming ability in Swedish, problems arose from the fact that the deviation in results increases with age. Children showed creativity in their use of naming strategies. Judging by the research results, children begin to use the immersion language as a tool for thought at a very early phase. The research results, action research and literature survey were also used to create a general educational model for language immersion.

Argumenttien kirjo

Kirja-arvio