Eesti keele mineviku ajavormid vene emakeelega üliõpilaste kasutuses
Date
2014-07-04
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Abstract
Eesti keele üks rikkustest on ajasüsteem. Selles eristatakse kolme minevikuaega: lihtminevikku (käisin kinos), täisminevikku (olen käinud kinos) ja enneminevikku (olin käinud kinos). Lihtminevik on lihtne, sest selle väljendamiseks on vaja ainult ühte tegusõna, mis teatab midagi minevikus toimunud tegevuse kohta. Täis- ja enneminevik on keerulisemad, sest mõte, mida need väljendavad, ilmneb alles pikemas lauses või tekstis. Täisminevik väljendab näiteks kogemust (olen käinud kinos, aga mitte teatris) või siis tegevust, mida on tehtud pikka aega (olen käinud samas kinos juba mitu aastat). Täisminevikul on omadus väljendada lisaks minevikule ka olevikku: näitelausetes teatatakse, milline on olukord praegu. Enneminevikku aga läheb vaja siis, kus räägitakse kahest minevikus toimunud tegevusest (enne kui esimest korda teatrisse läksin, olin käinud ainult kinos). Enneminevik näitab, kumb tegevus toimus enne, kas kinos või teatris käimine.
Selline minevike süsteem on keeruline vene emakeelega õppijale, sest vene keeles on ainult lihtminevik. Samas on neist, kes Eestis eesti keelt võõra keelena õpivad, kõige suurem hulk just vene emakeelega inimesi. Uurimuse eesmärk oli välja selgitada eesti keele kui teise keele minevikuvormide omandamise seaduspärad. Vene üliõpilaste küsitlemisel, nende suuliste ja kirjalike tekstide uurimisel ning nende tehtud ülesannete võrdlemisel eestlaste tehtud ülesannetega tuli välja, et kogu materjalis oli vigase ajavormiga lausete arv väiksem kui õigesti moodustatud lausete arv. Kuid vigu analüüsides sai teada, et tihti eelistatakse lihtminevikku täisminevikule, täis- ja ennemineviku vahel vahet ei tehta ja umbisikulises tegumoes kasutatakse enneminevikku lihtmineviku asemel. Samuti ei osata kasutada mitmeid vihjeid, mis aitaksid otsustada, millist ajavormi lauses kasutada. Näiteks, kui lause koosneb kahest osast, siis koos olevikuga kasutatakse täisminevikku (olen juba söönud ja lähen nüüd magama) ja koos lihtminevikuga enneminevikku (enne kui magama läksin, olin kõhu täis söönud). Eriti keerulised on eitavad ja küsilaused, sest neist ainult pooltes oli kasutatud õiget mineviku liitaega. Töö pakub teavet ja konkreetseid näiteid, millele eesti keele ajavormide õpetamisel ja õppematerjalide koostamisel tähelepanu pöörata.
The tense system is one of the riches of the Estonian language. There are three past tenses distinguished in it: imperfect (I went to the cinema), perfect (I have been to the cinema), and pluperfect (I had been to the cinema). Imperfect (past simple) is simple because only one verb is required to tell something about an action which took place in the past. Perfect and pluperfect are more complex since the idea expressed only becomes apparent in a longer sentence or passage. For instance, perfect shows experience (I have been to the cinema, but not the theatre), or an action over a long period of time (I have been to the same cinema over several years). Perfect has an attribute to express not only the past but also the present as shown in these example sentences. Pluperfect is required to speak of two actions in the past (before I went to the theatre for the first time, I had only been to the cinema). Pluperfect demonstrates which action took place first – going to the cinema or the theatre. Such a tense system is complicated for learners with Russian as their mother tongue because Russian only has the imperfect tense. However, the largest number of people learning Estonian as a second language in Estonia, are native Russian speakers. The aim of the research was to identify patterns of acquisition of past tense forms of Estonian as the second language. Interviews with Russian students, analysis of their written and oral texts and comparison of tasks completed by Estonians and Russians revealed that the number of correct sentences exceeded that of sentences with incorrect tenses. Analysis of mistakes demonstrated, though, that imperfect is frequently preferred over perfect, learners cannot distinguish between perfect and pluperfect, and pluperfect is used instead of imperfect in an impersonal mode. Neither can learners use clues suggesting which tense to use in a sentence. If a sentence consists of two parts, present and perfect are used together (I have already eaten and now I go to bed) and pluperfect is used with imperfect (I had eaten before I went to bed). Negative and interrogative sentences are particularly complicated, a correct past compound tense was used in only half of the cases. The thesis contains information and concrete examples on what to focus on when teaching Estonian tenses and compiling teaching materials.
The tense system is one of the riches of the Estonian language. There are three past tenses distinguished in it: imperfect (I went to the cinema), perfect (I have been to the cinema), and pluperfect (I had been to the cinema). Imperfect (past simple) is simple because only one verb is required to tell something about an action which took place in the past. Perfect and pluperfect are more complex since the idea expressed only becomes apparent in a longer sentence or passage. For instance, perfect shows experience (I have been to the cinema, but not the theatre), or an action over a long period of time (I have been to the same cinema over several years). Perfect has an attribute to express not only the past but also the present as shown in these example sentences. Pluperfect is required to speak of two actions in the past (before I went to the theatre for the first time, I had only been to the cinema). Pluperfect demonstrates which action took place first – going to the cinema or the theatre. Such a tense system is complicated for learners with Russian as their mother tongue because Russian only has the imperfect tense. However, the largest number of people learning Estonian as a second language in Estonia, are native Russian speakers. The aim of the research was to identify patterns of acquisition of past tense forms of Estonian as the second language. Interviews with Russian students, analysis of their written and oral texts and comparison of tasks completed by Estonians and Russians revealed that the number of correct sentences exceeded that of sentences with incorrect tenses. Analysis of mistakes demonstrated, though, that imperfect is frequently preferred over perfect, learners cannot distinguish between perfect and pluperfect, and pluperfect is used instead of imperfect in an impersonal mode. Neither can learners use clues suggesting which tense to use in a sentence. If a sentence consists of two parts, present and perfect are used together (I have already eaten and now I go to bed) and pluperfect is used with imperfect (I had eaten before I went to bed). Negative and interrogative sentences are particularly complicated, a correct past compound tense was used in only half of the cases. The thesis contains information and concrete examples on what to focus on when teaching Estonian tenses and compiling teaching materials.
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eesti keel, grammatiline aeg, võõrkeel, teine keel, keele omandamine, keelekasutus, Estonian language, tense, foreign language, second language, language acquisition, language usage