Table Of Content

Lili Ahonen Sounds good - Kuulostaa hyvalta 2nd edition SKST 916 www. finl it. fi/books [email protected] Translated by Leila Virtanen (pages 29-275) and Gerard McAiester (pages 7-28). Edited by Michele Simeon The course video was produced in cooperation with the Finnish Language Department of Helsinki University. Graphic Design Pekka Krankka ISBN 978-951-746-494-9 ISSN 0355-1768 Tammer-Paino Oy Tampere 2007 Index Foreword 7 Target groups 7 Objectives 7 AQplications 8 Intensive elementary-level instruction 8 Intensive instruction for revision and expansion 8 Elementary-level self-study, study in small groups and distance learning 8 Revision and expansion in self-study and distance learning 8 Course comgonents 9 Texts 9 Exercises 9 Video 9 10 G~mmM Vocabularies 10 A!=knowl~dg=e'm-'-=ec.:n..:=ts:::__ ________________ -----------'1--1=- The Finnish languag~ ---- ___ 13 Chapters _ram mar 29 Declension of pronouns _ ___ 135 Vocabulary_guide 139 Chapter vocabu lary_ _______________- --1'-4=-3= Alghabetical vocabulary____________ 310 Chapters, translations 323 Alghabetical index 344 Foreword Target groups Kuulostaa hyvalta is suited for studying Finnish both as a second and as a foreign language. In creating it, I have sought to take into account the needs of elementary-level teaching, self-study and distance learning. The course progresses rapidly, and therefore it is also admirably suited for revision. The course book is supplemented by a video tape, that includes brief video clips containing the same text as the book. The video material permits the learner to practise oral comprehension and pronunciation independently. It also provides information about the culture of the language and locates it in its natural setting. The emphasis of the different parts of the course represent a departure from normal practice. Short texts present new grammar and vocabulary. The texts are also accompanied by translations, which are as literal as possible so that the learner can use them not only to understand the text but also to discover how things are expressed in Finnish. There are a number of exercises, which practise inflections and structures, and their usage. The exercises also constantly revise previously learned mate rial. The vocabulary consists of about 2000 entries. Together with their mean ings, important information regarding inflection and usage is provided. Objectives The course provides the prerequisites for students to move from instructional texts to authentic language either on a course, or to continue their studies in Finnish independently. After going through the course, learners will have a general overview of the structure of Finnish; they will have a command of the basic grammar appropriate for a foreign learner and will be familiar with the structures typical of the written language. They will have a vocabulary of about 2000 words and the foundations for applying what they have learnt both passively and actively. They will be able to take part in simple conversa tions involving not only personal exchanges but also the com~unication of other information relevant to the situation. They will also be able to use a dictionary, to read authentic factual texts and write factual texts on the basis of what they have read. 7 Applications Intensive elementary-level instruction Kuulostaa hyvalta is suitable for intensive study. To go through it thoroughly at the beginner's stage requires 2-4 class hours per unit. This time does not include preparation. For effective learning, there should be no more than 8 students to a group; with small groups it is possible to achieve good results in a relatively short time. In the lessons, the teacher can expand the material according to the particular needs of the group, for example by practising pronunciation, conversation skills, listening comprehension, enhancing the students' command of grammar and extending their vocabulary on the basis of the topics dealt with in the course. It is possible to end the taught section of the course about halfway through if necessary. A motivated learner who is thoroughly familiar with the structure of the course can continue it either by studying independently or through more flexible distance learning. Intensive instruction for revision and expansion Instruction that revises and expands previously learned material may be given in groups larger than the beginners group. It is important not only to create a group dynamic but also to establish objectives to which the group commits itself. The teacher can expand the course with supplementary texts and exer cises based on them. The emphasis depends on the objectives that the group has set itself. The framework of the course can be enhanced with practice in listening comprehension, conversation, vocabulary, writing, etc. Elementary-level self-study, study in small groups and distance learning Kuulostaa hyvalta is also suitable as a basic self-study course in Finnish both as a second and as a foreign language. However, particularly if it is studied independently as a foreign language, it requires an aptitude for language learning and study skills. It is advisable to supplement self-study with regular contact lessons, small group work or both. It is a good idea for the student to create a framework for study by drawing up an individual study plan that outlines her or his projected progress as specifically as possible. To support actual self-study or pair work, students should draw up an ideal programme which they should try to keep to throughout the course. In order to practice oral skills, the learner can avail her- or himself of the help of another person, preferably ~ native speaker. This may simply take the form of practising pro nunciation by getting the native speaker to read texts aloud, or conversation about the events described in the cource on a question and answer basis. Revision and expansion in self-study and distance learning Here, too, it is advisable for the independent learner to draw up an individual study plan for revision and expansion. Studying the course systematically ensures that all the essential material is dealt with. Both guided and free writing is an effective way of determining areas that require further practice in the languages skills of even a more advanced learner. It is advisable for 8 the student always to correct mistakes in written assignments after they have been returned. Course components Texts The texts mainly take the form of dialogues. They are written in standard general language, and are 250-400 words long. The texts are verbatim tran scriptions of the video clips. There are translations of them in the Help com ponent of the course. The setting for the course is Helsinki. The plot is based loosely on events connected with four main characters. The protagonist is a foreign language learner who has come to Finland as an exchange student. This allows the students to identify themselves with her/him. The plot structure provides a framework for the events described and a continuity that maintains the inter est of the learners. This entertaining element also removes learning from the traditional learning environment. The early texts are intended to represent real situations of language use in everyday life. The later texts are somewhat longer, and in addition to increasing the learners' vocabulary of everyday spoken Finnish they introduce them to the vocabulary and structures of the written language through passages in formal prose on cultural subjects that have been linked to the plot. Exercises There are two types of exercise: 1) those that practise the formation and use of inflections and structures, and 2) freer types of exercise that allow the students to apply what they have learned in writing. In addition to provid ing in-depth practice in the new items introduced by each unit, previously learned ones are constantly revised. The Exercises component of a unit also contains a list of key words and idiomatic expressions. Students can easily check the correct answers in the Answers component. A more creative type of exercise is offered by parallel texts of 200-300 words, the vocabulary of which expands upon the words and phrases used in the textbook proper. It therefore gives the learners an opportunity to use deduction and guesswork in understanding as well as practice using a dictionary. These texts also increase the learners' tolerance of texts that have not been dealt with in class. Using the material of the text proper and the parallel text, the student can also begin free writing at an early stage. In these writing exercises, the students would do well to restrict themselves to the grammatical structures they have learned and to extend their range of expression by looking up new words in the dictionary. Video The video clips (approx. 5 mins per unit) contain the fundamental language material of the Kuulostaa hyviiltii course in audiovisual form. They are not therefore an extraneous or merely entertaining element but a learning tool 9 on par with the other components. It is worth going through the video clips several times in order to obtain the maximum benefit from them. They prac tise oral comprehension and provide a model for correct pronunciation. They also bring an imagined realism to the learning situation, and the students can communicate about the events depicted in them with the language skills they have already obtained. Another advantage of the video component is that its visual information situates the language in its natural environment. Students who are oriented towards a traditional linguistic approach can use the text and grammar component as the basis of their learning, while those that are more oriented towards language skills can work in the opposite direction allowing the storyline of the texts and the dialogues of the video clips to guide them in gaining a command of the Finnish language and turning to the grammar for support when necessary. Grammar The Grammar component, which progresses with the texts, has been pre sented as comprehensively and clearly, but also as succinctly as possible. If the course is being used for revision purposes, the student is recommended to use a systematic reference grammar. The grammar sections of the units deal with all the relevant grammar needed by foreign-language learners of Finn ish. It is structured so that the most important elements of grammar are dealt with in the first half of the course. The second half revises and complements these, and expands them by introducing structures of the written language. The Grammar begins with Unit 0, an introductory section, the purpose of which is to provide some general background information about Finnish and a framework for the grammar sections of the units that follow. It is recom mended that the self-study learner also goes through this section, as it contains general information about the characteristics of the Finnish language, which, when they are subsequently dealt with in greater detail, can be seen in their correct context. Vocabularies There are two types of vocabulary: text vocabulary and an alphabetic refer ence vocabulary. The former contains, in addition to the basic meaning of the words, the stem forms required for inflection as well as inflected forms, the formation of which is unclear because of complicated rules or parallel forms. They also contain information about correct usage and associated structures. The use of the words is illustrated by example sentences, which are translated into English, and which use only words that the learner has already encoun tered. The alphabetical vocabulary can be used for quickly looking up both the meanings of words and information about their use. 10 Acknowledgements Kuulostaa hyvi:ilti:i was produced in the Finnish Language Unit of the Uni versity of Amsterdam in cooperation with the Finnish Language Department of the University of Helsinki. In Amsterdam University, the initiative for the project was supported by what was then the Media Centre of the Faculty of Letters, Mediatheek der Faculteit der Letteren, but it would not have been possible to undertake the work without the positive contribution of the Finn ish Language Department of the University of Helsinki, which supported the project in numerous ways, including the production of the video that accompanies the course. The contribution of the student test group provided by Cimo has also been invaluable. As members of the main age group that the course is aimed at, they represented experts not only in Finnish but also in the world of experience of their peer group. I extend my warm thanks to all who have been involved in the produc tion of the course in its various stages. In particular, I would like to thank the following: Paul Nagtegaal of the Media Centre of Amsterdam University and Jyrki Kalliokoski, Marketta Vilkamaa-Viitala and above all Taija Nieminen of the Department of Finnish of Helsinki University. Of the Cimo trainees, Anna Malmio, Suvi Honkanen, Heidi Pelkonen and Johanna Haapala have made valuable contributions to the content and form of the course. Paradoxically, the Faculty of Letters of Amsterdam University also deserves thanks for reduc ing the number of hours of Finnish language instruction and thereby forcing me to think of how to produce more effective learning materials. Finally, I would like to express my gratitude to all the students of Finnish at the Uni versity of Amsterdam. The course is based on the accumulated experience of over twenty years of teaching, and it has taken its final shape from continual interaction with groups of students that have changed every year. Without them and students like them, creating this course would have been neither possible nor worthwhile. L.A. 11