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  • 1.
    Bardel, Camilla
    et al.
    Stockholm University.
    Erickson, Gudrun
    University of Gothenburg.
    Granfeldt, Jonas
    Lund University.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Offering research education for in-service language teachers2017In: Language Teaching, ISSN 0261-4448, E-ISSN 1475-3049, Vol. 50, no 2, p. 290-293Article in journal (Other academic)
    Abstract [en]

    Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowledge and evidence-based experience.

  • 2.
    Billore, Soniya
    et al.
    Linnaeus University, School of Business and Economics, Department of Marketing.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    A cross-cultural study of attitudes to digital tools among students and teachers in the European language classroom2017In: Extended Papers of the International Symposium on Digital Humanities (DH 2016): Växjö, Sweden, November, 7-8, 2016 / [ed] Koraljka Golub & Marcelo Milrad, CEUR-WS.org , 2017, Vol. 2021, p. 10-28Conference paper (Refereed)
    Abstract [en]

    In this pilot study, we focus on the use of digital tools in the teaching and learning of English in Sweden and Germany. English is the first compulsory foreign language in both countries. In both countries, there is also a new national strategy with proposals for actions to better exploit the potential of Information and Communication Technology (ICT) in education (Skolverket, 2016, Burchard et al., 2016, Regeringskansliet, 2017). Increasing importance is given to the use of digital tools in schools. In Sweden, every student receives a laptop from their school and this started about 10 years ago (Åkerfeldt et al., 2013) German students do not get a computer from their school and their exposure to English outside school is more limited than in Sweden. The hypothesis of this study is that there will be differences in the treatment of, and attitudes to, digital tools between the students and teachers, and between the two countries. Interviews were conducted with 9 Swedish and 7 German teachers of English and questionnaires answered by 15 Swedish and 40 German students in grade 6. The students were also asked to evaluate an English language learning game and the teachers were asked to rank four parameters on a Likert scale (Affect, Perceived usefulness, Perceived control, and Behavioral intention) when using digital tools for English language teaching (Teo, 2008). Our results show that the extent of digitalization in education differs between the two countries. Our study shows that the Swedish teachers employ a variety of tools, whereas there is a lack of access to computers as well as to digital learning tools in Germany. But even though Sweden has the technical tools, they are not used optimally due to a lack of in-service training. Neither of the countries has employed the use of games for language teaching and there is a tendency towards negative attitudes to “gamification”. We believe that a collaborative approach and co-creation between teachers, students and entrepreneurs will help to design more efficient digital learning tools, which, in turn, will contribute to better learning outcomes. 

  • 3.
    Billore, Soniya
    et al.
    Linnaeus University, School of Business and Economics, Department of Marketing.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    A Cross-cultural Study of Attitudes to Digital Tools Among Students and Teachers in the European Language Classroom2016In: International Digital Humanities Symposium, Växjö, 7-8 Nov 2016: Book of Abstracts / [ed] Koraljka Golub & Marcelo Milrad, Växjö: Linnaeus University Press, 2016, p. 18-20Conference paper (Refereed)
  • 4.
    Bohnacker, Ute
    et al.
    Lund University ; Uppsala University.
    Rosén, Christina
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    How to start a declarative V2 clause: Transfer of syntax or information structure in L2 German2007In: Nordlyd: Tromsø University Working Papers on Language & Lingustics, University of Tromsø , 2007, Vol. vol 34, no 3Conference paper (Refereed)
    Abstract [en]

    This paper discusses V2 word order and information structure in Swedish, German and non-native German. Concentrating on the clause-initial position of V2 declaratives, the ‘prefield’, we investigate the extent of L1 transfer in a closely related L2. The prefield anchors the clause in discourse, and although almost any type of element can occur in this position, naturalistic text corpora of native Swedish and native German show distinct language-specific patterns. Certain types of elements are more common than others in clause-initial position and their frequencies in Swedish differ substantially from German (subjects, fronted objects, certain adverbs). Nonnative cross-sectional production data from Swedish learners of German at beginner, intermediate and advanced levels are compared with native control data, matched for age and genre (Bohnacker 2005, 2006, Rosén 2006). The learners’ V2 syntax is largely targetlike, but their beginnings of sentences are unidiomatic. They have problems with the language-specific linguistic means that have an impact on information structure: They overapply the Swedish principle of “rheme later” in their L2 German, indicating L1 transfer at the interface of syntax and discourse pragmatics, especially for structures that are frequent in the L1 (subject-initial and expletive-initial clauses, and constructions with så (‘so’) and object det (‘it/that’)).

  • 5. Bohnacker, Ute
    et al.
    Rosén, Christina
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    The Clause-initial Position in L2 German declaratives2008In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 30, no 4, p. 511-538Article in journal (Refereed)
    Abstract [en]

    This paper investigates the information structure of verb-second (V2) declaratives in Swedish, German and nonnative German. Even though almost any type of element can occur in the so-called prefield, the clause-initial preverbal position of V2 declaratives, we have found language-specific patterns in native-speaker corpora: The frequencies of prefield constituent types differ substantially between German and Swedish, and Swedish postpones new (rhematic) information and instead fills the prefield with given (thematic) elements and elements of no or low informational value (e.g. expletives) to a far greater extent than German. We compare Swedish learners of German to native controls matched for age and genre (Bohnacker, 2005, 2006; Rosén, 2006). These learners master the syntactic properties of V2, but start their sentences in nonnative ways. They overapply the Swedish principle of rheme later in their second language German, indicating first language (L1) transfer at the interface of syntax and information-structure, especially for structures that are frequent in the L1.

  • 6.
    Bohnacker, Ute
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Rosén, Christina
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Transferring information-structural patterns from Swedish to German.2007In: In A. Belikova, L. Meroni & M. Umeda (Eds.), GALANA 2: Proceedings of the Conference on Generative Approaches to Language Acquisition North America 2, Vol. 2, p. 27-38Article in journal (Refereed)
    Abstract [en]

    This paper deals with the L2 acquisition of German and the influence of a closely related L1, Swedish, in the domains of syntax (word order) and information structure. Contrary to existing claims in the literature on the nonnative acquisition of verb-second (V2) languages, Bohnacker (2005, 2006) found that Swedish learners of German are able to produce non-subject-initial V2 declaratives early on, suggesting that V2 transfers from the L1 grammar. The present paper investigates Bohnacker’s data, as well as new cross-sectional production data from L2ers at beginner, intermediate and advanced levels and from native Swedish and German controls (Rosén 2006), with respect to the linguistic material in the clause-initial position of V2 declaratives. This position, the ‘prefield’, anchors the clause in discourse; and whilst almost any type of element can occur there in principle, the paper pinpoints diverging tendencies in the way Swedish and German employ the prefield for structuring information and organising text. In naturalistic text corpora, the frequencies of certain types of prefield elements in Swedish differ substantially from those of German (e.g. subjects, fronted objects, pronominal and connective adverbs). To a higher degree than German, Swedish also tends to fill the prefield with thematic elements, i.e. given information, and phonologically light elements of no or low informational value (e.g. expletives). For the L2 German data, V2 syntax is found to be largely targetlike, but the information-structural patterns in the learners’ V2 clauses resemble those of Swedish and not those of native German. The learners, at lower and higher proficiency levels, appear to have problems with the language-specific linguistic means that have an impact on information structuring, indicating L1 transfer in a domain other than pure syntax, especially for structures that are frequent in their L1 (e.g. subject-initial and expletive-initial clauses, and fronted object det ‘it/that’).

  • 7.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Behov av språkkunskaper på exportföretag2017In: HumaNetten, E-ISSN 1403-2279, no 38, p. 190-205Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Hösten 2015 genomfördes marknadsstudier och datainsamling genom nätverksarbete och före-tagsbesök i Smålandsregionen, för att på så sättfå kunskap om det lokala näringslivet. Inter-vjuer genomfördes på exportföretag i regionen och en intervjuguide sammanställdes som om-fattade frågor om bland annat språkbehov, integration och ledarskap. I denna artikel läggs främ-st fokus på de frågor ochsvar som berör språk och export. Tidigare undersökningar om de främmande språkens ställning i Sverige, språkekonomi och språkbehov på företag diskuteras inledningsvis, varpå resultaten av intervjuerna presenteras. I artikeln presenteras även en mo-dell för att stärka de främmande språkens ställning i Sverige, ett pilotprojekt som startades 2016 i samarbete med Goethe-Institutet, Fortbildningsavdelningen för skolans internationalisering, skolor och företag.

  • 8.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Bättre språkkunskaper stärker konkurrenskraften2016In: Smålandsposten, ISSN 1104-0009, no 2016-03-30Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Allt färre elever i Sverige läser främmande språk och om vi ska hävda oss på en internationell marknad har vi inte råd att tappa mer av vår språkkompetens.

  • 9.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Hur kan vi stärka de främmande språkens ställning i Sverige?: En undersökning bland språklärare inom projektet ”Rikare med språk”2017In: LMS : Lingua, ISSN 0023-6330, no 2, p. 9-15Article in journal (Other academic)
  • 10.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Hur ser tysk L2-produktion ut hos svenska, kinesiska och vitryska avancerade inlärare?2020In: European Journal of Scandinavian Studies, ISSN 2191-9399, E-ISSN 2191-9402, European Journal of Scandinavian Studies, ISSN 2191-9399Article in journal (Refereed)
    Abstract [sv]

    I denna artikel presenteras en delstudie som genomförts inom det tyska nätverket Kobalt-DaF (Deutsch als Fremdspache), där tio forskare inom andraspråksinlärning (L2) och korpuslingvistik analyserade tyska texter (L2) producerade av   inlärare med svenska, kinesiska och vitryska som modersmål (L1). Här presenteras den delanalys som gjordes av fundamentet (Vorfeld) i påståendesatser. Tidigare studier visar att L2-inlärare transfererar inte bara syntax utan även språkspecifika informationsstrukturella mönster. De informationsstrukturella preferenser man har i sitt L1 avspeglar sig på det L2 man lär sig. Även denna studie bekräftar transfer av språkspecifik informationsstrukturering.

     Trots att svenska och tyska båda är germanska språk och de språk som här är närmast besläktade uppvisar mot förmodan de kinesiska informanternas L2-texter informationsstrukturella frekvenser som ligger närmast den tyska kontrollkorpusen. Även om ryska och svenska är typologiskt olika språk, föredrar båda att placera ny information senare i satser. Detta mönster med placering av konstituenter med lågt informationsvärde i fundamentet avspeglar sig också i dessa informanters L2-texter, som därmed uppvisar liknande satsdelsfrekvenser i fundamentet.

  • 11.
    Rosén, Christina
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Informationsstruktur i andraspråkstexter.: Vad är det som gör att svenska låter som svenska och tyska som tyska?2009In: Språkdidaktiska perspektiv.: Om undervisning och lärande i främmande språk., Stockholm: Liber , 2009, 1, p. 127-143Chapter in book (Other academic)
  • 12.
    Rosén, Christina
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Informatiosstrukturelle Muster in Textproduktionen schwedischer Deutschstudierender2010In: Textmuster: schulisch - universitär - kulturkontrastiv: Beiträge zur Theorie und Empirie lernersprachlicher Textproduktion / [ed] Dirk Skiba, Frankfurt am Main: Peter Lang Publishing Group, 2010, p. 61-77Chapter in book (Other academic)
    Abstract [de]

    In meiner Forschung beschäftige ich mich mit Diskurspragmatik (Informationsstruktur) in den beiden nahe verwandten V2-Sprachen Schwedisch und Deutsch  und analysiere die Textproduktionen schwedischer Deutschstudierender (Schüler, Gymnasiasten, Studenten) wie auch deutscher Schwedischstudierender. Ziel ist es, herauszufinden, warum Texte von Muttersprachlern als undeutsch/unschwedisch aufgefasst werden, auch wenn Sätze in morphologischer und syntaktischer Hinsicht beinahe korrekt sind. Dies hat damit zu tun, wie sie das Vorfeld ausnutzen, denn diese Position ist für die Etablierung der textuellen Kohärenz entscheidend. Zum Erreichen hoher Sprachkompetenz muss daher auch die Fähigkeit erworben werden, syntaktisch korrekte Sätze im jeweiligen Kontext adäquat zu verwenden: Die Studierenden transferieren die informationsstrukturellen Muster ihrer Muttersprache und haben damit Probleme sowohl mit der sprachspezifischen Weise, Informationen zu organisieren, als auch mit der thematischen Progression. In diesem Kapitel diskutiere ich sich daraus ergebende Implikationen für den Fremdsprachenunterricht, denn Textgrammatik scheint in Lehrmaterialien vernachlässigt zu sein.

     

  • 13.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Inför en språkstrategi innan det är försent2018In: Smålandsposten, ISSN 1104-0009, no 2018-02-01Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    De senaste veckorna har ett regeringsbeslut i Danmark och en utredning i Finland publicerats som visar att våra nordiska grannländer insett allvaret och nu satsar på språk. Svenska skolpolitiker avvecklar i stället de moderna språken i skolan, skriver Christina Rosén vid Linnéuniversitetet.

  • 14.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Rikare med språk: Projekt – Språkregion Uppsala och Växjö2016Other (Other (popular science, discussion, etc.))
  • 15.
    Rosén, Christina
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Schüler müssen mehr Texte in ihrer Fremdsprache produzieren dürfen. LMS Lingua, No. 4, 45-54.2009In: LMS : Lingua, ISSN 0023-6330, Vol. 4, p. 45-54Article in journal (Other academic)
  • 16.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Svenskars och tyskars attityder till varandra och språkets betydelse för näringslivet2014In: LMS : Lingua, ISSN 0023-6330, no 3, p. 9-13Article in journal (Other academic)
  • 17.
    Rosén, Christina
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Textproduktion i andraspråksundervisning: - varför låter en svensk "svensk" och en tysk "tysk"?2009In: Språk och lärandeLanguage and Learning: Rapport från ASLAS:s höstsymposium, Stockholm 7-8 nov. 2008 / [ed] Päivi Juvonen, Stockholm: Stockholms universitet , 2009, 22, p. 173-188Chapter in book (Other academic)
    Abstract [sv]

    Även om andraspråksproduktioner (L2) har korrekt syntax och morfologi, innebär detta inte nödvändigtvis att meningar används på ett adekvat sätt i den kontext där de förekommer. Trots detta ägnas fortfarande få studier inom andraspråksinlärning åt förmågan att strukturera information (diskurspragmatik). Denna artikel tar upp informationsstrukturering i svenska samt tyska L2-texter och avslutas med en didaktisk diskussion kring forskningens relevans för språkundervisningen.

    Då tyska respektive svenska informanter ombads bedöma samt skriva om svenska och tyska studenters L2-texter fokuserade de spontant på satsens första position (fundamentet). Kritik som framfördes av tyskarna var ”Der Text wirkt abgehackt” [texten verkar osammanhängande], ”es klingt undeutsch” [det låter inte tyskt]”. Svenskarna stördes bl.a. av för många adverbial i fundamentet: ”Tidshänvisningar tynger ner.” Det är just fundamentet som är av stor betydelse kommunikativt. Här etableras sammanhang (textuell koherens), eftersom fundamentet länkar samman satsen med föregående diskurs (Rosén 2006, Bohnacker & Rosén 2008). Kvantitativa analyser av svenska och tyska kontrollkorpusar visar att det finns tydliga språkspecifika skillnader beträffande hur de två V2-språken strukturerar och organiserar information på satsnivå. Även om båda språken kan placera i stort sett alla typer av satsdelar i fundamentet kan man konstatera tydliga frekvensskillnader när det gäller subjekt, formella subjekt, vissa typer av adverbial och objekt. Dessa skillnader verkar bero på att språken föredrar att organisera information på olika sätt, på satsnivå (informationsstruktur) och textnivå (diskurspragmatik). Kvalitativa analyser visar att svenskan har en mycket starkare tendens än tyskan att placera bekant information (tema) tidigt och ny information (rema) senare i satsen, medan tyskan föredrar ny information och därmed ’tyngre’ satsdelar tidigare i satsen.

    Såväl nybörjare som avancerade inlärare verkar få problem inte bara med de språkspecifika informationsstrukturella regler som finns utan också med allmänt vedertagna universella regler för tematisk progression, något som dock sällan tas upp i andraspråksundervisningen.

     

     

  • 18.
    Rosén, Christina
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    „Warum klingt das nicht deutsch?“: Probleme der Infomationsstrukturierung in deutschen Texten schwedischer Schüler und Studenten2008Book (Other academic)
    Abstract [en]

    One of the challenges for second language learners is to acquire the ability to use well formed sentences in different contexts in an adequate way. This study investigates discourse pragmatics in the two V2 languages, Swedish and German. In written production data Swedish learners of German (beginners, intermediate, advanced) are compared to native controls. Although sentences are targetlike regarding syntax, learners organise information in a way that disturbs native Germans. It is hypothesized that learners transfer their language-specific information structure to the new language. Since the initial position of the sentence, is of special importance in establishing textual coherence by anchoring the clause in discourse, the study focuses on the prefield in declarative main clauses and the use of theme-rheme progression in the L2. Analyses of the data are provided and the results are evaluated in light of current theories of language acquisition and information structure. Language-specific ways of organizing information and thematic progression in L2-productions seem to be neglected in teaching materials. Implications of the research findings for language teaching are discussed.

  • 19.
    Rosén, Christina
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities. Tyska.
    Warum klingt das nicht deutsch?: Probleme der Informationsstrukturierung in deutschen Texten schwedischer Schüler und Studenten.2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis deals with the information-structural problems native speakers of Swedish have when producing texts in German as their second or foreign language (L2). The study is based on written production data from Swedish learners of German at the initial state (14-year-olds), at intermediate level (16-year-olds) and at advanced level (20-25-year-olds). These data are compared with Swedish and German native control corpora, matched for age and text genre. Approximately 400 compositions collected 1999-2005 have been analyzed. The advanced L2 learners’ productions have also been judged and commented on by 60 native German-speaking informants. Quantitative and qualitative analyses of the data are provided and the results are evaluated in light of current theories of language acquisition and information structure. The aim of the present study is to investigate in what way the information structure in L2 German deviates from that of native German (L1). It is hypothesized that learners transfer their language-specific L1 information structure to the new language. Since the initial position of the sentence, the so-called ‘prefield’ (Vorfeld), is of special importance in establishing textual coherence by anchoring the clause in discourse, the present study focuses on the prefield in declarative main clauses and the use of theme-rheme progression in the L2.

    Swedish and German are typologically and syntactically close. Both are V2-languages (SVO vs. SOV) with the finite verb in declarative main clauses in second position and thus only allow one clause element in the first position of the sentence. Although almost any type of element can occur in this position, my findings indicate that the first sentence position is used differently in Swedish and German. When comparing L1 German and L1 Swedish, language-specific patterns emerge.

    The results indicate that learners at all proficiency levels have problems with the acquisition of the language-specific linguistic means that have an impact on information structuring, indicating L1 transfer in a domain other than pure syntax, especially concerning structures that are frequent in their L1 (as subject-initial clauses, clefts, fronted thematic objects (det/das ‘this’) and constructions with så/so ‘so’).

    Not only do the learners have difficulties with mastering the language-specific information structure of the second language, but also with thematic progression in texts. Here the learners breach more general, and arguably universal, principles of discourse organisation, whereas they do not do so in their first language. Thus, for L2 learners it seems difficult to handle both universal and language-specific patterns of discourse organisation at the same time.

  • 20.
    Rosén, Christina
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    "Även Sverige behöver en språkstrategi"2018In: Dagens Nyheter, ISSN 1101-2447, no 2018-01-26Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Medan våra nordiska grannländer har insett allvaret och nu satsar på språk avvecklar svenska skolpolitiker de moderna språken i skolan. De verkar tro blint på att engelska räcker. Nu är det hög tid för en språkstrategi även för Sverige.

  • 21.
    Rosén, Christina
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Bohnacker, Ute
    Fundamentet i svenskan och tyskan: - syntax och informationsstruktur2009In: Språk & Stil, ISSN 1101-1165, Vol. 19, p. 142-171Article in journal (Refereed)
    Abstract [en]

    Fundamentet i svenskan och tyskan

    This paper investigates second language acquisition of German (L2) and the influence a closely related first language (L1), here Swedish, has on the information-structure in V2 declaratives in the target language. Our article investigates the linguistic material in the first sentence position in V2 declaratives in Bohnacker’s data (2005, 2006) and in new written production data from Swedish L2-learners of German at the initial state, at intermediate level and at advanced level and in Swedish and German L1 control corpora (Rosén 2006).

    The initial position in the sentence, the so-called ‘prefield’ (Vorfeld), is of special importance in establishing textual coherence by anchoring the clause in discourse. Whilst almost any type of element can occur in clause-initial position, the so-called ‘prefield’ of Swedish and German, we document language-specific patterns: In free text production the frequencies of the prefield constituent types (e.g. subjects, objects, pronominal and connective adverbials) differ substantially between the two languages. Swedish prefers to fill the prefield with thematic elements and elements of no or low informational value (e.g. expletives) to a far greater extent than German. Our findings show that the information structure in the German L2-productions is closer to the Swedish information structure. Learners also seem to have problems with the thematic progression in their L2-production. In contrast, their V2 syntax is almost native-like, which indicates that their V2 syntax is transferred from their first language. In spite of native-like syntax, our results indicate that learners at all proficiency levels have problems with the acquisition of the language-specific linguistic means that have an impact on information structuring. They over-apply the Swedish principle of “rheme later” in their L2 German, indicating L1 transfer in a domain other than pure syntax, especially concerning structures that are frequent in their L1 (e.g. subject-initial clauses and fronted thematic objects das ‘det’).

     

  • 22.
    Rosén, Christina
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Bohnacker, Ute
    Interaction of Syntax and DiscoursePragmatics in Closely RelatedLanguages: How Native Swedes,Native Germans, andSwedish-speaking Learners ofGerman Start their Sentences2010In: Interfaces in Linguistics.: New Research Perspectives / [ed] Raffaella Folli and Christiane Ulbrich, Oxford: Oxford University Press, 2010, p. 331-350Chapter in book (Other academic)
  • 23.
    Rosén, Christina
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Bögeholz, Hartwig
    Ström Herold, Jenny
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Fölster, Kaj
    Hellström, Mats
    Ravelli, Stefan
    SRS Sjölanders, Sweden.
    Bristande kunskaper i tyska ett handikapp för Sverige2015In: Göteborgsposten, ISSN 1103-9345, no 2015-03-13Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Tyskland är Sveriges i särklass viktigaste ekonomiska partner. Men bland politiker och i svenskt näringsliv är tyskakunskaperna en bristvara. Det är ett allvarligt handikapp som direkt går att översätta i ekonomiska förlustsiffror. 

  • 24.
    Rosén, Christina
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Karlsson, H
    Tar läromedel i tyska hänsyn till elevers olika lärstilar?2014In: LMS : Lingua, ISSN 0023-6330, no 1, p. 18-23Article in journal (Other academic)
  • 25.
    Rosén, Christina
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Simfors, Per
    Linköping University, Sweden.
    Stärk språkens ställning2019In: Östgöta Correspondenten, ISSN 1104-0394, no 2012019-03-14Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Europeiska kommissionen satte nyligen upp målet att år 2025 ska alla europeiska ungdomar efter avslutad gymnasieutbildning ha god kunskap i två språk utöver modersmålet. Skolverket presenterade 2018-05-30 en utredning med förslag på konkreta åtgärder för att säkerställa att språk erbjuds i gymnasieskolan. Förslaget omfattar bland annat en nationell språkstrategi, samordning genom ett nationellt centrum för språk och fler förändringar i syfte att säkerställa att alla elever ges möjlighet att lära sig sitt modersmål plus ytterligare två språk.

    Hur ser då språkens ställning ut i Sverige? Tillgänglig statistik är dyster, särskilt för tyska och franska. Studier i moderna språk i grundskolan är i praktiken frivilligt. Av samtliga elever i årskurs 9 i Sverige läste en av fyra (24,4 procent) svenska, engelska eller en kombination av svenska och engelska inom ramen för språkvalet 2016/17, något som egentligen inte är tillåtet: denna kombination ligger utanför ramarna för skolförordningens reglering.

  • 26.
    Rosén, Christina
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Simfors, PerLinköpings universitet.Sundberg, Ann-KariLinköpings universitet.
    Språk i undervisning: rapport från ASLA:s vårsymposium, Linköping, 11-12 maj, 2012 = papers from the ASLA symposium in Linköping, 11-12- May, 20122013Conference proceedings (editor) (Refereed)
    Abstract [sv]

    2012 års ASLA-symposium ägde rum vid Linköpings universitet 11-12 maj och arrangerades av Linnéuniversitetet och Linköpings universitet. Symposiet tog upp nedanstående teman, särskilt aktuella för skolverksamheten:

    • Språkbruk, normer och normering

    • Attityder, språk och kultur

    • Lärande, lärandemål och bedömning

  • 27. Zinsmeister, Heike
    et al.
    Reznicek, Marc
    Brede, Julia Ricart
    Rosén, Christina
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Skiba, Dirk
    Das Wissenschaftliche Netzwerk „Kobalt-DaF“: Korpusbasierte Analyse von Lernertexten für Deutsch als Fremdsprache2012Other (Other (popular science, discussion, etc.))
1 - 27 of 27
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