Thesis--Berlin. / Lebenslauf.

Thesis (doctoral)--Turun yliopisto, 2001. / Includes bibliographical references (p. 262-277) and indexes.

<p>Suomen kieli on yksi Ruotsin vähemmistökielistä. Lain mukaan kaikki lapset, joilla on suomenkielinen tausta ja perustavat taidot suomen kielessä, ovat oikeutettuja suomenkielen opetukseen.</p><p>Tämä opinnäytetyö on pieni muotoinen kvalitatiivinen kartoitus Ruotsin peruskoulun suomen kielen opetuksesta. Teoria perustuu Ruotsin lakiin ja Ruotsin suomen kielen opetushistoriaan. Empiirinen osuus koostuu suomen kielen opettajien ja suomea opiskelevien oppilaiden haastatteluista sekä ruotsinsuomalaisen vapaakoulun rehtorin ja suomalaistaustaisen vanhemman kanssa käymistäni keskusteluista. Olen myös kysynyt usealta kunnalta suomen kielen opetuksen järjestelyistä ja sen toteuttamisesta.</p><p>Työn tavoitteena on kartoittaa suomen kielen opetuksen tämänhetkinen tilanne Ruotsin peruskoulussa. Eräs tutkimustulokseni osoittaa, että kunta ei tiedota tarpeeksi suomen kielen opetuksesta. Olen saanut myös selville, että pätevistä suomen kielenopettajista on pulaa Ruotsissa. Lisäksi olen todennut, että suomen kielen oppituntien pituus ei joissakin kunnissa yllä edes yhteen tuntiin. Kiertävien suomen opettajien työolot ovat stressaavia ja työpäivät koostuvat lähes pelkästään opetustunneista.</p><p>Kaikesta tästä olen tehnyt johtopäätöksen: suomen kielen opetuksen tilaa on parannettava laadukkailla opetustunneilla ja pätevillä opettajilla, joilla on hyväksyttävät työolot. Lisäksi opetuksen määrää täytyisi lisätä.</p> / <p>Finska är ett av Sveriges nationella minoritetsspråk. Enligt svensk lag har barn som har finsk bakgrund och grundläggande kunskaper i finska språket rätt till att få undervisning i finska.</p><p>I detta examensarbete presenterar jag en kort kvalitativ kartläggning av undervisningen i finska i den svenska grundskolan. Teoridelen bygger på förordningstexter och andra styrdokument samt litteratur om den historiska bakgrunden till dagens finskundervising i Sverige. Den empiriska informationen består av intervjuer av finska lärare och elever som läser finska samt diskussioner med en rektor i en sverigefinsk friskola och en förälder till ett barn som har ansökt om finskundervisning. Jag har även frågat flera kommuner om deras sätt att organisera och genomföra finskundervisning.</p><p>Syftet med detta examensarbete är att kartlägga finska språkets situation i dagens svenska grundskola. Ett av mina resultat är att kommunen inte informerar tillräckligt om finskundervisningen. Jag har också fått reda på att det råder brist på behöriga finska lärare i Sverige. Jag har även kommit fram till att finska lektioner i vissa kommuner är kortare än en timma. Ambulerande lärarna har stressiga arbetsförhållanden och arbetsdagarna består nästan endast av undervisningstillfällen.</p><p>Med hjälp av allt detta har jag kommit fram till följande slutsats: man måste förbättra villkoren för finskundervisningen med hjälp av högkvalitativ undervisning och behöriga lärare, som arbetar under acceptabla arbetsförhållanden. Dessutom bör undervisningstiden utökas.</p> / <p>Finnish is one of the Swedish minority languages. According to Swedish law children who have a Finnish background and basic knowledge of the Finnish language have a right to Finnish education.</p><p>In this Degree Project I present a short qualitative survey of the field of teaching of Finnish in Swedish primary schools. The theoretical frame work is based on Swedish law and the literature on the history of Finnish teaching in Sweden. The empirical data consist of interviews with Finnish teachers and their pupils and some discussions with a principal of the Sweden Finnish independent school and a parent for a child who had applied for Finnish education. In addition, several municipalities were surveyed about their plans forteaching Finnish.</p><p>The purpose of this study is to document the situation of the Finnish language in Swedish primary schools today. One of my findings is that municipalities do not provide adequate information about teaching in Finnish. A further finding is that there is a shortage of competent Finnish teachers in Sweden. I have also established that in some Swedish states schools the Finnish lessons are not even an hour long. The travelling teachers have stressful circumstances at work and workdays consist almost only of lessons.</p><p>From this my conclusion is that we have to improve conditions for Finnish language teaching with high qualitative teaching and with competent teachers who have acceptable working conditions. Furthermore teaching time should be increased.</p>

The aim of this dissertation is to investigate the distinctive character and variations in the landscape portraits in Synkkä yksinpuhelu, by the Finnish author Olavi Paavolainen, as well as investigate the significance of the landscape portraits for the work as a whole. Paavolainen calls his work a war diary. It comprises the years 1939-1944 when Finland suffered first the Winter War (Russo-Finnish War) and then the Continuation War with the Soviet Union. The author served at the front during the first year of the Continuation War and then afterwards at general staff headquaters. In the first part of the work the author focuses on describing the Karelian landscape which had become the battlefield. The latter part brings out the war time political events in Finland and in other parts of the warring world. As a form, the diary gives the author possibilities to use texts with various styles and content. In general, Synkkä yksinpuhelu can be said to contain history, autobiography, political and cultural essays, landscape portraits and travel sketches. The landscape portraits assume a central position in the book because of the scope, about a third of the total pages. In these portraits a few of the main themes of the work are developed. At the same time these themes build an antithetical relationship: nature creates and preserves life while war annihilates it. A number of the portraits, for exemple, descriptions of the moon and burial places, are a recurrent motif, giving the text structure and strengthening the theme of impermanence. In an exteded sense, Paavolainen's own concept of the thinking landscape can be used to characterize his portraits because the surrounding landscapes communicate his own moods and thoughts. This manner of describing nature ties together schools of art, such as romanticism, symbolism, expressionism and surrealism, where it is characteristic to allow the outer world to reflect the inner state of the soul. Paavolainen makes numerous references to works, authors and artists from the 19th and 20th centuries in his portraits. Using means such as irony and antithesis and with a sprinkling of ambivalence, the intertextual and interartistic relations illuminate the author's attitudes towards prevailing conditions. They also accentuate his thoughts about the purpose of existence.

The aim of this study is to show how some persons with one of the Swedish national minority languages as mother tongue use a library with regard to their mother tongue and culture. The research questions are: How do Sami-speaking, Finnish-speaking and Meänkieli-speaking (Tornedalen Finnish-speaking) persons use a library with regard to their mother tongue and their culture? What aspects do they find important in this use? As a theoretical frame I have used Marianne Andersson and Dorte Skot-Hansen’s model of the functions of the local library and Will Kymlicka’s theory of the value of maintenance of minority cultures. The study is a qualitative user study. Deep interviews have been conducted with 9 persons with Finnish, Meänkieli or Sami as mother tongue.The results show that the main use of the library is as a cultural centre and the most frequently used service is borrowing of literature. Most Finnish-speaking persons use the library this way and find it satisfactory. The Sami-speaking persons who read in Sami use the library but the small supply of Sami literature at the libraries is partly a limiting factor. The literature available in Meänkieli is limited, but some use the library to get access to this literature. Exhibitions and cultural arrangements are not attended very frequently and the library’s social function is not very prominent. Some persons use the library in their studies or in their profession to get access to literature in Finnish or Sami. The use of the library as information centre is minimal.The access to literature, the possibility to speak their mother tongue with the library staff and the highlighting of the literature and culture at the library are factors that are important and contribute to language-maintenance and strengthening of the identity. The accessibility to the literature itself and the children’s possibilities to use the library are also important factors. The study is a two years master’s thesis in Library and Information Science.

The aim of this thesis is to study how public libraries can work to support and promote a national minority language. In the thesis Uppsala Library’s work with the Finnish language is reviewed from 2000 to present.  The data was collected through qualitative interviews with five key figures from Uppsala Library and the Uppsala municipality, visits in four local public libraries and the digital library during the spring 2019 and by examining the official documents of the municipality and information that the local public libraries have produced between 2000 and 2019. Uppsala Library’s work with the Finnish language is discussed in the thesis through themes of power, nationalism and identity processes and analyzed in terms of language revitalization. The findings show that during the first decade Uppsala treated the Finnish language as any other foreign language. It provided access to media in Finnish, but the Finnish language was not visible in the library policy or in the library’s information material and program activities in Finnish were few. A major change in Uppsala Library’s work with the Finnish language started in 2010 when the municipality joined the administrative area for the Finnish language. Since 2010 Uppsala Library has with special efforts supported and promoted the Finnish language. Finnish is used in the library’s information material and is visible in the municipality’s and the library’s documents. Uppsala Library offers many kinds of media in Finnish. The library has organized events where the Finnish language is used for children and adults. The events have also brought to light the Swedish Finns’ experiences and the historical connection the Finnish language has to Sweden. Information in Finnish in the physical and digital libraries, however, could be improved. The objective of the Swedish policy on minorities is to provide support for the historical minority languages so that they are kept alive. Uppsala Library’s work during the 2010s shows public libraries’ potential as a forum for minority politics and their importance in the work with minority language revitalization. This is a two years master’s thesis in Library and Information Science.

The aim of this study is to investigate the syntax in Finnish literature for young people in order to arrive at fundamental information about the character of the language in literature of this kind. The corpus consists of three Tiina books by Anni Polva. My method is mainly quantitative, but also comparative. The language of the three books is compared, but the results of this comparison are also contrasted with other Finnish and also Swedish quantitative linguistic investigations. The investigation begins at the sentence and clause levels. To some extent is also considered whether syntactic features occur in main clauses or in subordinate clauses, in narrative text or in dialogues. The length of sentences and clauses is investigated. It appears that the length of sentences stated in clauses (2.2 clauses on averige) and the length of clauses in words (5 words on averige) do not differ from those typical of literature for children or adults. On the other hand the length of sentences stated in words (11 words on averige) is somewhat higher than in literature for children and adults. Active and passive clauses, mode, tense and negation in the clauses are investigated. The results show that the frequency of active clauses is high and the frequency of passive clauses is very low. The frequency of negated clauses is also very high. The most frequent mode is the indicative, followed by the conditional. There are few predicates in the imperative, and there are only isolated instances of predicates in the potential. The use of tenses resembles that in literature for children and adults: most predicates are in the past tense, followed by the present, the pluperfect and the perfect. Main clauses and subordinate clauses of different kinds are dealt with in the investigation. The proportion between main clauses and subordinate clauses is about the same as in the spoken language. The coordinating as well as the subordinating conjunctions are investigated both with regard to the actual occurrences of the conjunctions and with regard to their meanings. The most frequent coordi­nating conjunctions are ja 'and* (55.8 %) and multa 'but' (21.4 %). The classification of the conjunctions according to meaning shows that copulative conjunctions are the most frequent ones (50.7 %). Of the subordinating conjunctions että 'that' (35.7 %) and kun 'when, because' (25.0 %) are the most frequent ones. Semantically explicative conjunctions are the most frequent subordinating conjunctions (27.6 %). Syndetic coordination is most frequent in main clauses (78.8 %) as well as in subordinate clauses (98.9 %). Asyndetic coordination is clearly used as a stylistic device. A large number of different constructions are used in the corpus. Some of them are contracted clauses, some are other constructions which resemble them. The frequency of these constructions is unexpectedly high. The most frequent types of contracted clause are the necessive construction (47.9 %), the participle construction (18.3 %) and the temporal construction (15.3 %). Of the other constructions the modal construction (60.4 %) and the agent construction (12.8 %) are the most frequent ones. The structure of the sentences in the Tiina books is varied and sometimes complex. In all there are 167 different combinations of clauses in the corpus. The most frequent type of sentence consists of one main clause (27.8 %). In the combination of clauses we also find clauses with different degrees of subordination. Grade 1 is the most frequent one (87.1 %). However, there are even instances of grade 4. The position of main clauses and subordinate clauses varies a great deal. They may be mixed at will. The corpus contains a large number of clause combinations which occur once only. / digitalisering@umu

Abstract The thesis deals with how Estonians learn Finnish, especially their choices of verbs and rections, and how these are influenced by mother tongue, time spent on study, and the properties of certain verbs. The research data consist of translations given in a language test by 111 Estonian-speaking and 15 Russian-speaking learners of Finnish. In the test they had to translate 175 sentences from Estonian into Finnish. The Estonian-speaking testees’ materials contain 19,425 verb and rection choices, and the Russian-speaking testees’ materials contain 2,625 verb and rection choices. I also attempt to examine the L2 production process, and especially the editions of answers made by learners by the help of Scriptlog data. The data analyses show that the Finnish verb and rection choices are challenging also to advanced Estonian language learners. They get better results in the verb and rection choice test than Russian-speaking testees, but they have problems especially when the verb is infrequent, or when the Estonian and Finnish verbs have different forms or meaning. The rection choice of verbs that have a different case in Estonian and Finnish are also challenging. The learning process of a verb is influenced by frequency, time spent on study, equivalence of the word shape and on certain conditions equivalence of meaning. The learning of rections is influenced by time spent on study, rection case, and on certain conditions, the frequency of the verb. The similarity of the source and target language help the learner, but frequent verbs are, however, easier for the learner despite any other characteristics they have. In teaching, attention should be paid to frequent exposure of the verbs to be learned. Systematic information on the frequency of the verb in communicative situations ought to be collected to support actual teaching and teaching materials. The research shows that the L1 transfer is remarkably more useful than the L2 transfer. Nevertheless, the learner whose mother tongue is Estonian finds learning the precise semantic differences of the meaning of Finnish verbs challenging, because the indirect negative L1 transfer of the Estonian language makes the whole process more difficult. In the teaching of cognate languages, the difference should be made between lexical and semantic development of the vocabulary. / Tiivistelmä Tarkastelen virolaisten suomen kielen oppimista, erityisesti verbin- ja rektionvalintoja sekä oppijan lähtökielen, opiskeluajan ja verbin tiettyjen ominaisuuksien vaikutusta niihin. Tutkimusaineistona ovat 111 vironkielisen ja 15 venäjänkielisen suomenoppijan tuotokset käännöstestissä, jossa tuli kääntää virosta suomeen 175 testilausetta. Vironkielisten aineisto sisältää 19 425 ja venäjänkielisten 2625 verbin- ja rektionvalintaa. Pyrin tarkastelemaan myös toisen kielen tuottamisprosessia ja erityisesti oppijoiden tekemiä vastausten editointeja Scriptlog-aineiston avulla. Aineiston analyysi osoittaa, että suomen kielen verbin- ja rektionvalinnat ovat haastavia myös edistyneille virolaisille kielenoppijoille. He saavat verbin- ja rektionvalintatestissä venäjänkielisiä paremmat tulokset, mutta heillä on vaikeuksia erityisesti silloin, kun verbi on harvinainen tai viron ja suomen verbit ovat muodoltaan tai merkitykseltään erilaisia. Haasteellisia ovat myös sellaisten verbien rektionvalinnat, joilla on virossa ja suomessa eri rektiosija. Verbien oppimiseen vaikuttavat taajuus, opiskeluaika, sanahahmon vastaavuus ja tietyin ehdoin merkitysvastaavuus. Rektioiden oppimiseen vaikuttavat opiskeluaika ja rektiosija sekä tietyin ehdoin verbin taajuus. Lähtö- ja kohdekielen järjestelmien samankaltaisuus helpottaa oppijaa, mutta kielenoppijalle helpoimpia ovat kuitenkin frekventit verbit huolimatta siitä, millaisia muita ominaisuuksia niillä on. Opetuksessa tulisikin kiinnittää huomiota siihen, että opeteltavat sanat kohdataan usein. Viestintätilanteissa käytettyjen sanojen frekvenssistä tulisi kerätä systemaattista tietoa opetuksen ja oppimateriaalin laadinnan tueksi. Tutkimus osoittaa, että L1-transfer on huomattavasti L2-transferia tuloksellisempaa. Siitä huolimatta myös äidinkieleltään vironkielisille oppijoille suomen kielen verbien merkitysten tarkkojen semanttisten erojen oppiminen on haasteellista, koska viron kielen epäsuora negatiivinen L1-transfer vaikeuttaa sitä. Lähisukukielen opetuksessa tulisikin huomioida ero sanaston leksikaalisen ja semanttisen kehityksen välillä.

Abstract The study examines ‘recovery through repetition’, investigating how speakers repeat their own utterances in order to return to prior talk. The phenomenon comprises instances of everyday, casual conversation in which speakers indicate that their utterance was either not taken up at all or not taken up to an adequate degree. By repeating the utterance more or less word-for-word, speakers suggest to their recipients that a (different type of) response is relevant and offer the utterance for re-consideration. The data consist of American-English and Finnish conversations. The segments come from the Santa Barbara Corpus of Spoken American English and from the Corpus of Conversational Finnish that is maintained by the Department of Finnish Language and Literature at the University of Helsinki (Keskusteluntutkimuksen arkisto). The theoretical and methodological framework of the study is based on interactional linguistics and conversation analysis. First, the study details the typical composition and position of recovery through repetition and discusses the interactional implications that the repeated utterances may have. The study focuses on the functions of recovery through repetition and their implications for stance taking. Two overall interactional environments are identified: speakers employ recovery through repetition either to seek the attention of recipients and to take a stance towards an activity in progress, or to redirect the attention of recipients and to take a stance towards a recipient response. The different functions of recovery through repetition in the two environments are further examined. Moreover, the study contrasts repetition with other means of recovery and suggests that the different means have divergent implications for stance taking. Finally, the study concludes that recovery through repetition provides speakers with a means of negotiating the input of their utterances and simultaneously taking a stance towards an aspect of the ongoing interaction. / Tiivistelmä Tutkimus tarkastelee toistoa elvytyskeinona keskustelussa eli sitä, kuinka puhuja toistaa oman lausumansa palatakseen aiempaan puheeseen. Ilmiö muodostuu arkisista, epämuodollisista keskustelutilanteista, joissa puhuja osoittaa, että jotakin hänen lausumaansa ei ole joko otettu lainkaan huomioon tai sitä ei ole käsitelty asianmukaisesti. Toistamalla lausuman lähes sanatarkasti puhuja ilmaisee keskustelukumppaneilleen, että jonkinlainen (tai mahdollisesti tietyntyyppinen) vastaanotto olisi odotuksenmukainen, ja tarjoaa lausumaansa käsiteltäväksi uudelleen. Tutkimuksen aineisto koostuu amerikanenglannin- ja suomenkielisistä keskusteluista, jotka ovat peräisin Santa Barbaran puhutun amerikanenglannin kokoelmasta (Santa Barbara Corpus of Spoken American English) ja Helsingin yliopiston suomen kielen ja kotimaisen kirjallisuuden laitoksen Keskusteluntutkimuksen arkistosta. Tutkimuksen teoreettisen ja menetelmällisen viitekehyksen muodostavat vuorovaikutuslingvistiikka ja keskustelunanalyysi. Aluksi tutkimuksessa kartoitetaan yksityiskohtaisesti elvyttävän toiston tyypillistä rakennetta ja paikkaa sekä pohditaan toistettujen lausumien mahdollisia vuorovaikutuksellisia seuraamuksia. Tutkimus keskittyy elvyttävän toiston tehtäviin ja niiden merkitykseen asennoitumiselle. Tutkimuksessa tunnistetaan kaksi yleistä esiintymisympäristöä: puhujat käyttävät elvyttävää toistoa joko hakeakseen vastaanottajien huomiota ja ottaakseen kantaa meneillään olevaan toimintaan tai ohjatakseen vastaanottajien huomiota ja ottaakseen kantaa edeltävään vastaanottajan vuoroon. Elvyttävän toiston tehtäviä näissä kahdessa ympäristössä eritellään tutkimuksessa tarkemmin. Lisäksi tutkimuksessa verrataan toistoa muihin elvytyskeinoihin keskustelussa ja esitetään, että eri elvytyskeinoilla rakennetaan asennoitumista eri tavoin. Tutkimus osoittaa, että elvyttävä toisto tarjoaa keskustelijoille keinon neuvotella sanomansa merkityksestä ja samalla rakentaa asennoitumistaan meneillään olevaan vuorovaikutustilanteeseen.

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