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:
The Acquisition of the Conclusive in Bulgarian as a Foreign Language
Theoretical Model for the Formation of Media Literacy through Extracurricular Forms
of Work of Students in the Stage 1st – 4th Grade
The Human Being as Past (Realliteratur and Techniques of Forgetting after the Death of Avant-garde)
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