Prof. Krasimira Aleksova, DSc.
Sofia University
https://doi.org/10.53656/bel2024-1-2-K
Absract. The main goal of the present work is to argue that in the teaching of Bulgarian in school, not only the indicative and the renarrative, but also the other two indirect evidentials – the conclusive and the dubitative – should be included. This is especially true for levels C1 and C2. In fulfillment of this goal, the meanings, forms and main uses of the four evidentials in modern Bulgarian language are examined: indicative, conclusive, renarrative and dubitative. The expressed opinion is that the grammaticalization of evidentiality in the modern Bulgarian language is not a complete process due to two main reasons: the presence of three types of forms for the negative future tenses and the permeability of all composed evidential forms.
Keywords: evidentiality; indicative; renarrative; conclusive; dubitative; learning Bulgarian language
Свързани статии:
Differences in the Perceived Reliability of
Information Expressed by the Four Evidentials in Contemporary Bulgarian: a Survey-based Study
The Acquisition of the Conclusive in Bulgarian as a Foreign Language
Academic Cooperation and Mobility: In the Context of the Covid-19 Pandemic
Development and Integration of Audio and Visual Micro-Resources in the Learning Process through the Use of Artificial Intelligence Systems
