Eesti keele ajasõnade omandamine
Date
2013-03-25
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Abstract
Enamasti ollakse ühel meelel selles, et väikesed lapsed mõistavad ja väljendavad aega täiskasvanutest erinevalt. Põhilisemate kognitiivsete kategooriate – ruumi-, aja-, isiku- ja arvukategooria – omandamise arengut nii lingvistilisel kui ka mittelingvistilisel kontseptuaalsel tasandil on peetud väga oluliseks, kuna selles peegelduvad nii puhtkeeleline areng kui mõtlemise seaduspärad.
Väitekirjas käsitletakse seda, kuidas eesti laps omandab ajakategooriat, eelkõige selle leksikaalseid väljendusvahendeid ehk ajasõnu. Töö üldine eesmärk on välja selgitada eesti keelelise ajasüsteemi arengu seaduspärad kuni 7-aastastel lastel. Väitekirjas otsitakse vastust põhiliselt kahele küsimusele: 1) millises järjekorras ilmuvad ajasõnad laste kõnesse ja milline on nende kasutus, 2) kas ajasõnad aitavad lastel grammatilist aega tajuda ja kasutada.
Läbiviidud uurimus jaguneb kaheks: keeleomandamise varasel perioodil (kuni 3-aastaseni) ilmuvate ajasõnade uurimiseks on kasutatud korpusanalüüsi ja vanemate lastega (4–7-aastased) on läbi viidud psühholingvistiline eksperiment. Põhiliste tulemustena saab nimetada järgmist. (1) Leksikaalse aja omandamine algab samal ajal grammatilise ajakategooria omandamisega (enne lapse kaheaastaseks saamist). Esimesed ajasõnad on deiktikud, mis viitavad ajasuhetele lähtuvalt kõnehetkest. Leksikaalse aja väljendamine algab olevikukeskselt – kõigepealt ilmuvad olevikule osutavad ja olevikuaega täpsustavad ajasõnad. Seejärel sageneb nii mineviku väljendamine grammatiliste ja leksikaalsete vahenditega kui ka tuleviku väljendamine ajaadverbidega, sage on lapsekeeles on ajalisi järgnevussuhteid tähistavate sõnade kasutus. (2) Nelja-aastaselt ei ole eesti lapsed veel ajakategooriat täielikult omandanud, 4–7-aastaselt toimub ajakategooria aktiivne omandamine. Eksperimendi tulemused näitavad, et ajasõnad on oluline ajainfo grammatiliste ajavormide mõistmisel ja produtseerimisel. Ajalisele järgnevusele osutamisel on 4–7-aastaste laste jaoks küll ajasõnad enne, praegu, pärast selgemad kui komplekssema tähendusega ajasõnad juba, jälle, veel, kuid mõlemad sõnakomplektid aitavad verbiga väljendatud aega tajuda ja kasutada.
The development of the acquisition of basic cognitive categories – the categories of space, person, time and number – on both linguistic and non-linguistic conceptual level has been considered very important. The research area of this PhD thesis is the acquisition of the categories of time and tense in Estonian which, in addition to the acquisition of tense, focuses mainly on the lexical means of expressing time, i.e. time adverbs. The general goal of the thesis is to investigate the development of the temporal system of Estonian speaking children up to 7 years of age. In the thesis I have particularly concentrated on two questions: 1) in which order do the time adverbs appear in the speech of Estonian children in the beginning of the development of the temporal system and in which sense are the first time adverbs used; 2) which are the connections between the acquisition of the lexical category of time and the grammatical category of tense, in particular: do time adverbs help children perceive and use tense forms. The main results and conclusions of the thesis about the acquisition of the category of time by 1- to 7-year-old children are the following: (1) The acquisition of lexical time begins simultaneously with the acquisition of tense, shortly before the age of two. The first time adverbs are deictics referring to the temporal relation from the point of speech time. The expression of lexical time begins with the present time – the first time adverbs that occur refer to or specify present time. After that, both the expression of the past by grammatical and lexical means as well as the expression of the future by time adverbs become more frequent, the use of sequential time adverbs is also frequent in child language. Time adverbs occur in the child’s repertoire mostly by imitating what the adult has said. In further development they are mainly placed in the temporal context but during the early period of language acquisition random placement into temporal context is also characteristic to time adverbs (e.g. homme kukkus ’fell tomorrow’). (2) By four years of age Estonian children have not yet completely acquired the category of time, at 4 to 7 years of age active acquisition of the category of time takes place. The results of the experiment show that time adverbs constitute important temporal information for the comprehension and production of tense forms. While the time adverbs enne ’before’, praegu ’now’, pärast ’after’ are more clear for children than the semantically more complex time adverbs juba ’already’, jälle ’again’, veel ’still, yet’ when expressing temporal sequence both sets of words help perceive and use verb tense.
The development of the acquisition of basic cognitive categories – the categories of space, person, time and number – on both linguistic and non-linguistic conceptual level has been considered very important. The research area of this PhD thesis is the acquisition of the categories of time and tense in Estonian which, in addition to the acquisition of tense, focuses mainly on the lexical means of expressing time, i.e. time adverbs. The general goal of the thesis is to investigate the development of the temporal system of Estonian speaking children up to 7 years of age. In the thesis I have particularly concentrated on two questions: 1) in which order do the time adverbs appear in the speech of Estonian children in the beginning of the development of the temporal system and in which sense are the first time adverbs used; 2) which are the connections between the acquisition of the lexical category of time and the grammatical category of tense, in particular: do time adverbs help children perceive and use tense forms. The main results and conclusions of the thesis about the acquisition of the category of time by 1- to 7-year-old children are the following: (1) The acquisition of lexical time begins simultaneously with the acquisition of tense, shortly before the age of two. The first time adverbs are deictics referring to the temporal relation from the point of speech time. The expression of lexical time begins with the present time – the first time adverbs that occur refer to or specify present time. After that, both the expression of the past by grammatical and lexical means as well as the expression of the future by time adverbs become more frequent, the use of sequential time adverbs is also frequent in child language. Time adverbs occur in the child’s repertoire mostly by imitating what the adult has said. In further development they are mainly placed in the temporal context but during the early period of language acquisition random placement into temporal context is also characteristic to time adverbs (e.g. homme kukkus ’fell tomorrow’). (2) By four years of age Estonian children have not yet completely acquired the category of time, at 4 to 7 years of age active acquisition of the category of time takes place. The results of the experiment show that time adverbs constitute important temporal information for the comprehension and production of tense forms. While the time adverbs enne ’before’, praegu ’now’, pärast ’after’ are more clear for children than the semantically more complex time adverbs juba ’already’, jälle ’again’, veel ’still, yet’ when expressing temporal sequence both sets of words help perceive and use verb tense.
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Keywords
lapsed, keeleline areng, kognitiivne areng, eesti keel, aeg, grammatiline aeg, children, linguistic development, cognitive development, Estonian, tense