(5) Some languages have in addition a translative case, others have only the translative case, but no essive case, and the translative may cover the essive meanings; e.g.
with its translative case in -ks) do figure in the questionnaire introduced in Chapter 1, and also the summarizing Chapter 21 provides systematically information on Erzya.
It targets specifically at (1) the case system of a particular language, (2) its non-verbal predicates and copula constructions (she is sick/a teacher), (3) secondary predication strategies (she eats the fish raw/works there as a teacher), (4) predicative complements and ditransitive constructions (she considers the boys intelligent), (5) adverbials (she went away angrily/first), (6) temporality and location (she will make sauna on saturday/drive faraway), (7) comparative and simile expressions (she is bigger than Janos/free as a bird), (8) the essive case versus the translative case (she is a teacher/became a teacher) and (9) word order and focus issues.
In Finnish, the first of the three types (1a) is syntactically classified as a predicative clause; (3) in the second type (1b) the result is expressed by a predicative adverbial in the translative case; (4) in the third type (1c), as in the first, the result is represented by a nominative predicative.
In our Finnish data for sixteenth-century written language, the clearly dominant BECOME-construction is the one in which a typical pre-verbal argument is a nominative subject and the argument following the verb tulla is a predicative adverbial in the translative case (Poika [boy.NOM] tuli opettaja-ksi [teacher-TRAN] / iloise-ksi [happy-TRAN] 'The boy became a teacher / happy').