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  • 1. Fernando, Chrisantha
    et al.
    Valijärvi, Riitta-Liisa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Goldstein, Richard
    A Model of the Mechanisms of Language Extinction and Revitalization Strategies to Save Endangered Languages2010In: Human Biology, ISSN 0018-7143, E-ISSN 1534-6617, Vol. 82, no 1, p. 47-75Article in journal (Refereed)
  • 2.
    Riitta-Liisa, Valijärvi
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Modern Languages.
    Estonian converbs - with special emphasis on early 18th-century literary languages2004In: Ural-altaische Jahrbücher, Vol. 18, p. 24-66Article in journal (Other scientific)
  • 3.
    Riitta-Liisa, Valijärvi
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Modern Languages.
    Om språk ~ angående språk ~ beträffande språk: Hur verb blir adpositioner2006In: Humanister forskar. Humanistdagarna vid Uppsala universitet 2006, p. 218-224Article in journal (Other (popular scientific, debate etc.))
  • 4.
    Riitta-Liisa, Valijärvi
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Languages, Department of Modern Languages.
    Review article on Gerson Klumpp: Konverbkonstruktionen im Kamassischen2004In: Finnisch-ugrische Mitteilungen, Vol. 26/27, p. 227-230Article, book review (Other (popular scientific, debate etc.))
  • 5. Tarsoly, Eszter
    et al.
    Valijärvi, Riitta-Liisa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Linguistics in language teaching: the case of Finnish and Hungarian2011In: Language Learning Journal, ISSN 1753-2167, Vol. 39, no 2, p. 219-235Article in journal (Refereed)
  • 6.
    Valijärvi, Riitta-Liisa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    A Corpus-Based Study on the Degrees of Lexicalization and Grammaticalization of Finnish Converbs2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study attempts to define the degrees of lexicalization and grammaticalization of the Finnish converbs ending in ­Ten, ­TUA, ­TessA, ­TAkse­, ­mAllA and -mAttA. The study is based on a corpus of Finnish newspaper texts from the 1990s. The approach is fundamentally functional-typological and cognitive. The productive use of the six Finnish converbs is compared to their lexicalized and grammaticalized instances and to some less prototypical non-finite adverbial verb constructions. In this study lexicalization is seen as a process from transparent and productive, to opaque and unproductive. It also stands for the lexical strength of an item, i.e. how often an item or a co-occurrence of items is repeated in discourse. Grammaticalization, in contrast, is seen as a process from less grammatical to more grammatical. The more grammaticalized an item is, the more it resembles the most prototypical items in the target category. The types of lexicalized converb forms that this study focuses on are adverbs (e.g. yllättäen ‘suddenly, unexpectedly’) and phrasal adverbs (e.g. juurta jaksain ‘thoroughly, root and branch’); the types of grammaticalized converbs analyzed are adpositions (e.g. huolimatta ‘despite, notwithstanding’), conjunctions (e.g. olettaen että ‘supposing’) and sentence adverb markers (e.g. sanoen ‘saying’ in rehellisesti sanoen ‘frankly’). A three-way model is suggested to the degrees of lexicalization on the one hand, and the degrees of grammaticalization on the other. When determining the degrees of lexicalization and grammaticalization of individual items, their syntax, form, semantics and frequency are taken into consideration. The analysis consists of determining the weight of these criteria in each individual instance, exemplifying the productive and lexicalized/grammaticalized uses of the converb forms from the corpus, and providing frequency data on the various uses in the chosen corpus material.

  • 7.
    Valijärvi, Riitta-Liisa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Names in Focus: An Introduction to Finnish Onomastics: Review2014In: Folklore, ISSN 1469-8315, p. 371-372Article, book review (Other academic)
  • 8.
    Valijärvi, Riitta-Liisa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Kahn, Lily
    North Sámi: An Essential Grammar2017Book (Refereed)
  • 9.
    Valijärvi, Riitta-Liisa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Tarsoly, Eszter
    Students’ perceptions of deductive and inductive methods in teaching reading skills2015In: Language Learning in Higher Education, ISSN 2191-6128, Vol. 5, no 1, p. 181-196Article in journal (Refereed)
    Abstract [en]

    This article explores students’ perceptions of inductive and deductive methods of teaching reading in Finnish and Hungarian in a higher education setting. A guided inductive discovery method of reading involves independent work and minimum vocabulary and grammar explanation before the reading assignment is given. A deductive pre-taught method involves grammar, vocabulary and content explanation before a text is read. Structured focus group interviews revealed that the advantages of the discovery method, i.e. guided inductive reading, are that it helps to maintain curiosity, enhances memorisation, encourages independent and active learning, and prepares for real-life reading situations. The deductive pre-taught method, on the other hand, feels safe and helpful, can keep one’s confidence up, saves time and effort for other language-learning tasks, and ensures a correct understanding of the text. The interviewees wanted to be given information about which grammar to expect in advance, some felt the same way about vocabulary. They were not always aware of the difference between the two approaches. By using both methods the teacher can help to maintain motivation and cater for different student preferences. Mixing methods also reflects how we treat information in real life. There appears to be no ideal method in teaching L2 reading: both methods have their advantages and disadvantages from the students’ point of view. Explicit instruction is crucial for reading development either before or after a text is read.

  • 10.
    Valijärvi, Riitta-Liisa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages, Finno-Ugric Languages.
    Wilbur, Joshua
    The past, present and future of the Pite Saami language: Sociological factors and revitalization efforts2011In: Nordic Journal of Linguistics, ISSN 0332-5865, E-ISSN 1502-4717, Vol. 34, no 3, p. 295-329Article in journal (Refereed)
    Abstract [en]

    Our paper is a report on the past, current and future state of the endangered Pite Saami language (aka: Arjeplog Saami) spoken in Swedish Lapland. Our primary data come from interviews with Pite Saami individuals and our field observations. We estimate the vitality of Pite Saami based on the UNESCO Language Vitality Scale, taking into consideration factors such as the number of speakers, language attitudes and the quality of documentation. We also discuss the possible reasons for the decline of Pite Saami, report on the speakers' views of other Saami languages and Swedish, consider whether there is a specific Pite Saami identity, describe revitalization efforts already taking place, and discuss the future prospects of the language.

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