Johanna Johansen Ij\u00e4s (S\u00e1mi allaskuvla)<\/p>\n
Vie\u010d\u010da artihkkala: Modalitehta m\u00e1n\u00e1idg\u00e1rde- ja skuvlam\u00e1n\u00e1id gielas<\/a> (pdf).<\/p>\n Artihkal guorahall\u00e1 modalitehta almmuheami 4\u20138-jahk\u00e1sa\u0161 m\u00e1n\u00e1idg\u00e1rdem\u00e1n\u00e1id ja F\u00e1dd\u00e1s\u00e1nit<\/strong>: modalitehta, m\u00e1n\u00e1idgiella, davvis\u00e1megiella, m\u00e1n\u00e1idg\u00e1rdi, skuvla<\/p>\n This article examines modal expressions in Saami-speaking kindergarten and The results show that the children expressed agent-oriented (deontic and The data from the school children contained slightly more expressions of\u00a0modality than the data from the kindergarten children, and the school children\u00a0also had a few more different ways of expressing modality than the kindergarten\u00a0children.<\/p>\n Keywords<\/strong>: modality, child language, North Saami language, kindergarten, school<\/p>\n","protected":false},"excerpt":{"rendered":" Modalitehta m\u00e1n\u00e1idg\u00e1rde- ja skuvlam\u00e1n\u00e1id gielas Johanna Johansen Ij\u00e4s (S\u00e1mi allaskuvla) Vie\u010d\u010da artihkkala: Modalitehta m\u00e1n\u00e1idg\u00e1rde- ja skuvlam\u00e1n\u00e1id gielas (pdf). Artihkal guorahall\u00e1 modalitehta almmuheami 4\u20138-jahk\u00e1sa\u0161 m\u00e1n\u00e1idg\u00e1rdem\u00e1n\u00e1id ja skuvlam\u00e1n\u00e1id gielas. Dutkanmateri\u00e1la vuo\u0111\u0111un leat m\u00e1n\u00e1id ja r\u00e1visolbmuid s\u00e1gastallamat muitalusaid birra main leat ehtala\u0161 ja … Continue reading
\nskuvlam\u00e1n\u00e1id gielas. Dutkanmateri\u00e1la vuo\u0111\u0111un leat m\u00e1n\u00e1id ja r\u00e1visolbmuid s\u00e1gastallamat
\nmuitalusaid birra main leat ehtala\u0161 ja mor\u00e1lala\u0161 \u010duolmmat. S\u00e1gastallamat biste oktiibuot
\n1,5 diimmu. Bohtosat \u010d\u00e1jehit ahte m\u00e1n\u00e1t almmuhedje sihke daguide (agent-oriented<\/em>) ja
\ndie\u0111u doalleva\u0161vuo\u0111a \u00e1rvvo\u0161tallamii (propositional<\/em>) guoskeva\u0161 modalitehta. Modalitehta
\nalmmuhuvvui d\u00e1b\u00e1lepmosit vearbbaiguin, earenoam\u00e1\u017eit diehtit<\/em>-, s\u00e1httit<\/em>-, fertet-<\/em> ja galgat-<\/em>vearbbaiguin,\u00a0muhto maidd\u00e1i partihkkaliiguin ja advearbbaiguin, nugo gal<\/em> ja sihkkarit<\/em>. Dasa\u00a0lassin m\u00e1n\u00e1t atne (ii) leat <\/em>+ lohpi<\/em> -r\u00e1hkadusa, nomengihpu mu mielas<\/em> ja imperatiivamodusa.\u00a0Skuvlam\u00e1n\u00e1id materi\u00e1las ledje veh\u00e1 eambbo ie\u0161gu\u0111etl\u00e1gan modalitehta almmuhanvuogit go\u00a0m\u00e1n\u00e1idg\u00e1rdem\u00e1n\u00e1id materi\u00e1las, ja skuvlam\u00e1n\u00e1t maid almmuhedje modalitehta veh\u00e1 eambbo\u00a0go m\u00e1n\u00e1idg\u00e1rdem\u00e1n\u00e1t.<\/p>\nModality in Saami-speaking kindergarten and school children<\/strong><\/h3>\n
\nschool\u00a0children aged 4-8 years. The aim is to explore the ways in which children
\nuse language to express different types of modality, and to investigate whether
\nthere are similarities and\/or differences between kindergarten children and school
\nchildren with regard to modal expressions. The study is based on transcripts of
\nconversations between children and adults about stories containing ethical and
\nmoral dilemmas. The conversations lasted a total of ninety minutes.<\/p>\n
\ndynamic) modality slightly more than propositional (epistemic and evidential)
\nmodality. Modality was generally expressed by verbs; the most frequent verbs
\nwere the evidential diehtit<\/em> (\u2018to know\u2019) and the deontic, dynamic and epistemical
\ns\u00e1httit<\/em> \u2018may, can\u2019. Most other verbs were deontic, such as fertet<\/em> \u2018must\u2019, galgat<\/em> \u2018to
\nhave to\u2019 and oa\u017e\u017eut<\/em> \u2018to be allowed to\u2019. Particles and adverbs, such as the emphatic
\ngal<\/em> and oainnat<\/em> \u2018you see\u2019, were commonly used to express epistemic and evidential
\nmodality. In addition, the children used the construction (ii) leat <\/em>+ lohpi<\/em> \u2018[it] is
\n(not) allowed\u2019 and the imperative mode, both of which express deontic modality,
\nand the evidential noun phrase mu mielas<\/em> \u2018in my opinion\u2019.<\/p>\n