Kohatarindid noore eesti keele kui teise keele õppija suulises ja kirjalikus tekstis

Abstract

https://doi.org/10.5128/LV35.03

Siinse uurimuse eesmärk on selgitada, kuidas väljendavad eesti keelt teise keelena omandavad 8–11-aastased õpilased kohasuhteid kõnes (n = 24) ja kirjas (n = 20) ning kuidas muutub kohatarindite kasutus kolme aasta jooksul (2022–2024). Täpsemalt esitatakse kirjeldav statistika selle kohta, milliste keeleliste vahenditega õpilased kohta väljendavad, kuidas jagunevad kohatarindid suund-koht-lähe jaotuses ja milline on täpsete ja ebatäpsete tarindite osakaal. Lisaks kõrvutatakse kvalitatiivselt kolme õpilase suulisi tekste kolmest ja kirjutisi kahest aastast. Analüüsitakse seda, kuidas muutub kohatarindite ja eri tüüpi tarindite hulk, kuidas muutub jagunemine suund-koht-lähe jaotuses ning millised muutused leiavad aset kohta väljendavates fraasides. 8–11-aastased eesti keele õppijad kasutavad kõnes ja kirjas koha väljendamiseks mõneti erinevaid tarindeid; nii kõnes kui kirjas esineb kõige rohkem tarindeid, mis väljendavad kohta, lähet väljendavaid esineb üksikuid; sarnase keeleõppetaustaga lastel võib tarindite omandamise arengurada erineda.

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Locative constructions in the spoken and written texts of young learners of Estonian as a second language

This study investigates how children aged 8–11 learning Estonian as a second language express spatial relations in both spoken and written texts. While numerous studies have examined the acquisition of spatial expressions in Estonian as a first language, research on second language learners remains scarce. Using data from the project Professional Estonian-speaking Teacher in the Classroom (2022–2024), the study the frequency, accuracy, and development of locative constructions based on the DEMfad model.

The spoken data (n = 24) revealed five main types of locative constructions: noun phrases (NPs), adverbial phrases (AdvPs), postpositional phrases (PPs), the illative form of the MA-infinitive/supine and the inessive form of the MA-infinitive/supine (ma-, mas-constructions), subordinate clauses beginning with a locative demonstrative or a postpositional phrase. NPs, AdvPs, and PPs were the most frequent. The use of PPs increased notably over time, while ma-, mas-constructions and subordinate clauses were rare. In writing (n = 20), NPs were dominant, and directional expressions became more frequent in 2024 due to task design.

Accuracy in spoken language increased over time (from 78.63% to 84.98%), while it slightly declined in writing (from 80.11% to 77%), likely due to the growing complexity of learner output. Learners most frequently used static locative expressions, followed by directional, and rarely source expressions—mirroring patterns found in first language acquisition.

Individual developmental trajectories were also examined. Student B showed significant growth in writing, T in speech, and K displayed the initial emergence of locative constructions. Development typically began with simple NPs and AdvPs, with PPs appearing later as vocabulary improved. More complex constructions emerged at higher proficiency levels.

The findings highlight differences between spoken and written production and show that task design significantly affects the types of constructions used. While the study offers a first look at how young learners express spatial relations in Estonian, broader conclusions require larger datasets.