By White L.
A Grammar booklet of Finnish is a realistic uncomplicated grammar for international novices of Finnish. It provides in actual fact the important beneficial properties of the Finnish grammar, containing the grammar wanted for conversing, realizing and examining traditional average Finnish.
The publication stands as an outstanding help for novices in addition to for more matured beginners. different observe varieties and sentence constructions are followed by means of charts, tables and many examples to provide help to comprehend and memorize issues.
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Extra info for A Grammar Book of Finnish
See Bobaljik and Thr´ainsson (1998), Thr´ainsson (1996) and Webelhuth (1995) for useful discussion. The problem of teleology. The task of the language acquirer (L1 or L2) is to ‘construct’ a grammar that accommodates the linguistic input, allowing the learner to provide structural representations to utterances. The task should not be seen as having to acquire a grammar that matches the grammar of adult speakers of the language in question. Why is it important to make such a distinction? Suggestions for additional reading r r It will be presupposed that the reader has some familiarity with the concepts and mechanisms assumed in current generative grammar.
B. What did Tom fall when he slipped on? If interlanguage grammars are constrained by UG, then learners are expected to reject such sentences (while accepting corresponding grammatical ones). Although grammaticality-judgment tasks suffer from a number of well-known problems (see, for example, Birdsong (1989) and Sch¨utze (1996)), in cases like the above example they have advantages over other sources of data, such as spontaneous production. If L2 learners never produce sentences like (19), it would seem, on the face of things, to provide support for the claim that interlanguage grammars are UG-constrained.
E. somewhat similar to the procedure adopted by P´erez-Leroux and Glass (1997, 1999), except that P´erez-Leroux and Glass asked for translations not judgments). Since the context is crucial to establish the interpretation of the nominal as either process or result, the scenarios were presented in the L1 (again, like P´erez-Leroux and Glass), in order to ensure that the L2 learners would make their judgments on the basis of the appropriate interpretation. The test sentences to be judged were presented in French.