Sõnaraamat, mis pakub huvi keelesaarte uurijale
Review of: Sarmīte Balode, Ilga Jansone. Kalnienas izloksnes vārdnīca 1-2. Rīga: LU Latviešu valodas institūts, 2017. 1. kd 648 lk, 2. kd 720 lk.
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Review of: Sarmīte Balode, Ilga Jansone. Kalnienas izloksnes vārdnīca 1-2. Rīga: LU Latviešu valodas institūts, 2017. 1. kd 648 lk, 2. kd 720 lk.
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Kirjakeel selle sõna tänapäevases tähenduses – keele ühtseim, standardiseeritud keelekuju – muutub ühiskonnas oluliseks siis, kui keel peab hakkama täitma valitsemise, juhtimise, töö- ja hariduselu jms ülesandeid. Kui keelel neid funktsioone ei ole, st kui neid funktsioone täidab riigis mingi teine keel, siis ei ole vaja ka kirjakeelt – eraelus võib igaüks kasutada mis tahes oma suhtluskonnas sobivat murdevõi kõnekeele varianti. Eestis tekkis vajadus üldrahvaliku, ühtse kirjakeele järele 100 aastat tagasi. Iseseisva riigi tekkimisega muutus kogu avalik ja ametlik asjaajamine, haridus, valitsemine ja tööelu eestikeelseks ning kõigi ametite täitmiseks oli vaja eestikeelset haritlaskonda. Muidugi ei sündinud eesti kirjakeel üleöö koos Eesti riigiga. [...]
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Although Julius Mägiste in his ”Estnisches etymologisches Wörtebuch” has pointed out the Estonian word family of kasima as well as its Livonian and Votic counterparts as possible Baltic loans, he fails to mention the source word. This article accomplishes the etymology by suggesting *kās- as the possible Baltic etymon, some derived terms being, e.g. Lithuanian kóšti (kóšia, kóšė) ‘to strain a liquid (e.g. milk) for purification, to pass fermented ale through a strainer to prevent sediment from getting into the barrel etc.’ and Latvian kãst, kàst (kāš, kāsa) ‘to strain a liquid for purification, to filter; to drain off the boiled water (e.g. from potatoes) etc.’
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Review of: Reet Hendrikson. Kas sõjasõna sünnib sõtta? Erialakeele tõhusus sõjandusterminoloogia näitel. Dissertationes philologiae estonicae Universitatis Tartuensis 42. Tartu: Tartu Ülikooli Kirjastus, 2018. 251 lk.
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Review of: Maailma kõige ilusam naine. Lumivalgukeste lood. (Töid antropoloogilise ja etnolingvistika vallast 10.) Koostanud, toimetanud ja kommenteerinud Urmas Sutrop. Tõlkinud Urmas Sutrop, Eesti Piibliselts, Wilhelm Friedrich Eichhorn, Mairi Ernits, Anne Lill, Heete Sahkai, Anne Kalling, Mart Kuldkepp, Timotheos Kuusik, Georg Meri, Ernst Muhel, Sander Samuel, SvenErik Soosaar ja Merle Vare. Tallinn-Tartu: EKSA ja EKM Teaduskirjastus, 2018. 991 lk.
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In our article we conceptualise the meaning of the Estonian words õpiruum ‘learning space’ and õpperuum ‘study space’ by analysing media texts retrieved from the Internet. A media text, as we understand it, is any constructed media product or piece of communication, whether printed or audiovisual, which can be analysed and deconstructed. Until recently, the two terms õpiruum and õpperuum have been used inconsistently and all too often as synonyms in Estonian. By presenting several examples and pictures from media texts we argue that these two terms should rather be used in different contexts and definitely not used as synonyms. A closer look at the uses of these two terms in dictionaries enables us to construct the meaning of the word stems õpi- and õppe-. The textual and visual material retrieved from the Internet gives multiple, vague and contradictory responses. In texts, õpiruum and õpperuum are almost invariably used as synonyms. Visual examples, however, allow to conclude that õpiruum is usually an open space where students have active roles, the room itself allows certain mobility and flexibility, and the process taking place in this room could be characterised as co-creation between students and teacher. On the contrary, õpperuum is a room which does not allow any flexibility or mobility, the role of the students is rather passive as only the teacher has an active role and the process taking place in this kind of room could be characterised as a one-way-path from a teacher who teaches and the students who are there to study. We suggest that the two terms õpiruum and õpperuum should be used in different ways and we propose to define õpiruum as follows: õpiruum ‘learning space’ is a space where parties in the learning process establish the meaning of what is being learnt together.
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Report on the conference “Tartu und Riga in der Literatur” held at Department of German Philology of the University of Tartu from 9th to 10th of May 2013.
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Report on the conference “Kümnes muutuva keele päev” held at Tallinn University from 4th to 7th of November 2014.
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Reviews of: Alli Laande, Triin Todesk. Mulgi sõnastik. Toimetanud Karl Pajusalu, Urmas Sutrop, Ellen Niit. Abja-Paluoja–Tallinn–Tartu: Eesti Keele Sihtasutus, 2013. 296 lk. Paul Kokla. Hiiu sõnaraamat. Toimetanud Meeli Sedrik. Eesti Keele Instituut, MTÜ Hiiu Öko. Kärdla: Eesti Keele Sihtasutus, 2015. 310 lk.
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Review of: Mari Mets, Anu Haak, Triin Iva, Grethe Juhkason, Mervi Kalmus, Miina Norvik, Karl Pajusalu, Pire Teras, Tuuli Tuisk, Lembit Vaba. Eesti murded IX. Lõunaeesti keelesaarte tekstid. Tallinn: Eesti Keele Instituut, Tartu Ülikool, 2014. 333 lk.
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Review of: Valdek Pall. Idamurde sõnastik. 2., täiendatud ja parandatud trükk. Toimetanud Ellen Niit. Eesti Keele Instituut. Eesti Keele Sihtasutus, 2016. 352 lk.
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Review of: Kihnu sõnaraamat. Koostanud Reene Leas, Reti Könninge, Silvi Murulauk, Ellen Niit. Toimetanud Karl Pajusalu, Jüri Viikberg. Kihnu Kultuuri Instituut, Eesti Keele Instituut, Tartu Ülikooli eesti ja üldkeeleteaduse instituut. Kihnu– Pärnu–Tallinn–Tartu: Eesti Keele Sihtasutus, 2016. 652 lk.
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Review of: Evi Juhkam. Loode-Eesti murdelood. Risti ja Harju-Madise. (Valimik murdetekste IX.) Tallinn: EKSA, 2017. 279 lk.
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Review of: Valter Lang. Läänemeresoome tulemised. (Muinasaja teadus 28.) Tartu: Tartu Ülikooli Kirjastus, 2018. 320 lk.
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Тема овог рада је језичка слика детета која се истражује на грађи из „Речника косовско-метохиског дијалекта” Глигорија Елезовића. Циљ рада је да се опише стереотип детета и да се тиме представи култура Косоваца у XIX веку. Називи за децу испитују се семантички, творбено, етимолошки и културолошки. Истражују се модели грађења, као и потреба за називима за децу, те се тиме упознаје и култура Срба на Косову. Испитује се статус хипокористика и пејоратива и разматра се потенцијал за погрдна значења код појединих назива за децу. Велики број негативно обележених назива за дете објашњава се са језичког становишта, као и са становишта сакралног модела детета. Анализирајући значења лексема којима се називају и квалификују деца, откривамо за које се вредности народ у XIX веку нарочито залагао.
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Review of: Ilmārs Mežs, Anna Stafecka, Renāte Siliņa-Piņķe, Otīlija Kovaļevska. Latviešu uzvārdi arhīvu materiālos. Kurzeme, Zemgale, Sēlija. Kd I–II. Rīga: Latviešu valodas aģentūra, 2019. 352 + 368 lk
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Review of: Benita Laumane. Zvejasrīku nosaukumi Latvijas piekrastē. Liepāja: Liepājas Universitāte, Kurzemes Humanitārais institūts, 2019. 507 lk.
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Review of: Migrations: Literary and linguistic aspects, Ivo Fabijanić, Lidija Štrmelj, Vesna Ukić Košta, Monika Bregović, eds., Peter Lang GmbH, 2019.
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Taking into consideration many years of experience as a foreign language instructor and a visiting lecturer at numerous Slavic Studies in the world, the paper primarily focuses on departments of Croatian language, literature, and culture at foreign universities, but also looks at departments of Serbian, Bosnian, and Slovenian. Given that Slavic paradigms have changed over time, these changes have affected the status of certain departments. We first present the departments of “Yugoslavian languages” at foreign Slavic Studies in former Yugoslavia. At most Slavic Studies, Russian Studies occupied the central position, followed by other Slavic languages, literatures, and cultures, among which were departments of Serbo-Croatian, Slovenian, and Macedonian. Tumultuous social and political changes of the 1990s in former Yugoslavia affected the status and the reorganisation of certain departments at foreign Slavic Studies. At the threshold of the millennium, we could talk about a new, as yet undefined Slavic paradigm that is characterised by the closing of Slavic departments and disinterestedness in teaching small Slavic languages. Therefore, in the promotion and affirmation of any language, literature, and culture at foreign universities, foreign language instructors have an important role, and they need to engage in permanent professional development. In spite of the fact that some departments have an established tradition (for example, Croatian and Slovenian), there are still a number of problems related to these departments. The conclusion is that, except for Slovenian, there is no long-term strategy for promoting Croatian, Serbian, and Bosnian in the world, and that should be one of the priorities of language policy in each of the countries.
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Review of: Tartu Ülikooli Lõuna-Eesti keele- ja kultuuriuuringute keskuse aastaraamat XIX-XX. Toimetajad Eva Saar, Karl Paju¬salu, Mart Velsker. Tartu: Tartu Ülikooli Kirjastus, 2021. 316 lk.
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