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  • 251.
    Jonasson, Agneta
    Linnéuniversitetet, Fakultetsnämnden för humaniora och samhällsvetenskap, Institutionen för språk och litteratur, SOL.
    Språk, kön och makt i klassrummet: En studie bland andraspråksinlärare på grundläggande vuxenutbildning2012Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med studien är att undersöka kvinnors och mäns språk kopplat till genus och makt. Jag undersöker talutrymmet och ser på kopplingen mellan kön och två olika ämnesval som diskuteras. Språkbruket analyseras därefter utifrån ett genus och maktperspektiv.

    Metoden är i huvudsak kvalitativ och består av observation och analys av en videoinspelning med 20 informanter under en lektion i svenska som andraspråk på grundläggande vuxenutbildning.

    I studien framkommer att genusmönstren är starka och samma genusmönster lyser igenom hos alla informanterna trots att de vuxna andraspråkseleverna har socialiserats i skilda kulturer. Män tar för sig i klassen och äger mycket av talutrymmet under lektionstid samt styr diskussionsämnena medan kvinnorna är tillbakahållna och tillåter och i viss mån även stödjer männen i deras agerande. Studien överensstämmer i mycket med tidigare forskning om mäns och kvinnors samtalsstilar.

    Ladda ner fulltext (pdf)
    Agneta Jonasson Kandidatuppsats
  • 252.
    Jones, Nathan
    Linnéuniversitetet, Fakultetsnämnden för humaniora och samhällsvetenskap, Institutionen för språk och litteratur, SOL.
    Subtitling: An Analysis of the Process of Creating Swedish Subtitles for a National Geographic Documentary about Mixed Martial Arts2012Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study is an analysis of the process of creating subtitles for the National Geographic documentary Fight Science: Mixed Martial Arts. The difficulties encountered during this project have included the translation of subject-specific terminology, the handling of source-text mistakes and the process of deciding how to condense the spoken dialogue when writing the subtitles. By studying these issues, certain conclusion can be drawn about the difficulties encountered when creating subtitles and translating texts with subject-specific terminology. The study is primarily based on the theories of Runo Ingo (2007), Vinay & Darbelnet (1977) and Chesterman & Wagner (2002). To find appropriate translations for subject-specific terminology, it is important to understand which translation device should be used (for example a loan or literal translation) through the examination of parallel texts and it is important that the translator be familiar with this terminology. How to properly handle mistakes in the source material depends greatly on the situation, the text concerned and the translator’s judgment. Decisions about which information can be omitted can be based on the information’s importance to the overall understanding of the show or the implicit nature of the information. The science of translation can be considered vague, but there exist theories and principles to aid translators when making such touch decisions as those encountered during this project.

    Ladda ner fulltext (pdf)
    Magister_Njones
  • 253.
    Justegård, Ottilia
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Högläsning som resurs för utveckling av läsförståelse: En studie av lärares beskrivningar om högläsning för att utveckla elevers läsförståelse2015Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of the study is to investigate how teachers in grades 1­­­­­­­­­­­–3 use reading aloud to develop the pupils’ reading comprehension and how they reflect on the method. The study is based on interviews with four teachers, all of them working in these grades. The interviews have been interpreted hermeneutically and the statements compiled in accordance with the aim and research questions. The results indicate that all the teachers are aware that reading aloud can be used as a resource to develop pupils’ reading comprehension. The results can be interpreted to show that the teachers were accustomed to asking questions about the text that had been read but were uncertain about how to develop the pupils’ reading comprehension otherwise. One reason for the teachers’ uncertainty may be that they do not have the necessary training. The result shows that the reading aloud sessions in the schools look different. What they all have in common, however, is that all the teachers can put the time for reading aloud to better use in order to develop the pupils’ reading comprehension.

    Ladda ner fulltext (pdf)
    fulltext
  • 254.
    Juvonen, Päivi
    Stockholm University.
    Articles, definite and indefinite2006Ingår i: Encyclopedia of language & linguistics: Volume One / [ed] Keith Brown, Anne H. Anderson, Laurie Bauer, Margie Berns, Graeme Hirst, Jim Miller, Amsterdam: Elsevier, 2006, 2, s. 484-487Kapitel i bok, del av antologi (Refereegranskat)
  • 255.
    Juvonen, Päivi
    Stockholm University.
    Bilingualism at school: aspects of lexical development1989Ingår i: Papers from the Eleventh Scandinavian Conference of Linguistics / [ed] Jussi Niemi, Joensuu: Yliopisto , 1989, s. 552-567Konferensbidrag (Övrigt vetenskapligt)
  • 256.
    Juvonen, Päivi
    Stockholm University.
    Bilinguals at School: The Use of Connectors in Finnish Oral Production1993Ingår i: Problem, Process and Product in language learning: Papers from the Stockholm-Åbo Conference, 21-22 October 1992 / [ed] Björn Hammarberg, Stockholm: Department of Linguistics, Stockholm university , 1993, s. 71-86Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 257.
    Juvonen, Päivi
    Stockholm University.
    Complexity and simplicity in minimal lexica: the lexicon of Chinook Jargon2008Ingår i: Language complexity: typology, contact, change / [ed] Matti Miestamo, Kaius Sinnemäki, Fred Karlsson, Amsterdam: John Benjamins Publishing Company, 2008, s. 321-340Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    I examine the ways the minimal lexicon of a pidgin language, Chinook Jargon, gains maximal efficiency when put into use in a contemporary fictional text. The paper first describes the lexicon used from a structural point of view. It then examines the use of multifunctional lexical items in comparison to English. The results of these studies show, that 1) there is no bound morphology (neither derivational nor inflectional) in the variety studied and, 2) there is much more multifunctionality in the pidgin text than in the English texts. Finally, it is argued that the results show that the lexicon studied can indeed be described as simple and efficient.

  • 258.
    Juvonen, Päivi
    Stockholm University.
    Grammaticalizing the definite article: a study of definite adnominal determiners in a genre of spoken Finnish2000Doktorsavhandling, monografi (Övrigt vetenskapligt)
  • 259.
    Juvonen, Päivi
    Stockholm University.
    Making do with minimal lexica: light verb constructions with make/do in pidgin lexica2016Ingår i: The Lexical Typology of Semantic Shifts / [ed] Päivi Juvonen, Maria Koptjevskaja-Tamm, Mouton de Gruyter, 2016, s. 223-248Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    One of the most characteristic features of pidgin languages is the small size of their lexica. Normally, a pidgin makes do with less than 2000 common lexical items. How can one make do with so few words? The present study focuses on how pidgin lexica may allow for a systematic expansion of their minimal lexica by using a light verb meaning ‘make’ or ‘do’, or both, and investigates the polysemy that arises as a result of semantic shifts in 32 mostly unrelated pidgin varieties. The main results of the semantic analysis show that 1) two thirds of the analysed varieties make use of the light verb construction studied and, 2) those that make use of it are distributed all over the world, represent different combinations of languages in contact, favour effect metonymies and context metonymies over other types of semantic shifts and, use the construction to different degrees. These results are discussed mainly in terms of grammaticalization: in some of the languages the light verb make/do is argued to have become a verbaliser, in others, the constructions (if attested) are best described as conventionalised idiomatic expressions, i.e. verb idioms.

  • 260.
    Juvonen, Päivi
    Stockholm University.
    Nyanländ i den svenska skolan: om mottagning, utbildning och forskning2016Ingår i: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 11, nr 2, s. 93-114Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 261.
    Juvonen, Päivi
    Stockholm University.
    Om bestämdhetsmarkering i svenska och finska: Har finskan en bestämd artikel?2000Ingår i: Denna - den här - den där: om demonstrativer i tvärspråklig belysning : en minnesskrift till Elsie Wijk-Andersson / [ed] Ulla Melander Marttala, Uppsala: ASLA , 2000, s. 57-92Kapitel i bok, del av antologi (Refereegranskat)
  • 262.
    Juvonen, Päivi
    Stockholm University.
    On the pragmatics of indefinite determiners in spoken Finnish2005Ingår i: Minimal reference: the use of pronouns in Finnish and Estonian discourse / [ed] Ritva Laury, Helsinki: Finnish Literature Society, 2005, s. 190-211Kapitel i bok, del av antologi (Refereegranskat)
  • 263.
    Juvonen, Päivi
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Oppilaan kielet ja koulun kielet: kielitietoinen didaktiikka oppimisen apuna: [Elevens språk och skolans språk: Språkmedveten didaktik som stöd för inlärning]2019Ingår i: Newly arrived students and language awareness in teaching and learning: 22–23 August 2019, University of Helsinki, 2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [fi]

    Luentoni pääasiallinen sisältö voidaan kiteyttää seuraavien otsikoiden alle:

    1. Monikielisten oppilaiden koulumenestyksestä
    2. Kieli ja kielitaito
    3. Kielitieto
    4. Oppilaan kielet ja koulun kielet
    5. Kielitietoinen didaktiikka – miten, kuka, mitä ja miksi?
    6. Lopuksi

    Ruotsista, eikä varmaan pian Suomestakaan, löydy enää montaa koulua, jossa ei käy monikielisiä oppilaita. Varsinkin viime vuosikymmenillä lisääntynyt mobiliteetti ja kansainväliset siirtolaisvirrat ovat tuoneet muun maailman hyvinvoivaan Pohjolaan. Kaikki pohjoismaat tarjoavat lapsille ja nuorille siirtolaisille mahdollisuuden käydä koulua, joko jatkaa aiempaa koulu-uraansa tai aloittaa uutena oppilaana (oppilaan iästä riippumatta). Vastatulleiden oppilaiden toisen kielen kehitystä ja koulumenestystä on tutkittu yhä enenevissä määrin viimeisten viidenkymmenen vuoden ajan, ja tutkimukset ovatkin tunnistaneet useita tekijöitä, jotka vaikuttavat positiivisesti vastatulleiden koulumenestykseen.

    Tärkeimmät näistä, joihin opettajana voi vaikuttaa, ovat:

    1. Oppilaiden aiempien tietojen, taitojen ja kokemuksien tunnistaminen ja tietoinen käyttö
    2. Äidinkielen/kielien kehityksen tukeminen
    3. Yhteistyö vanhempien/huoltajien kanssa

    Yksi tärkeimmistä tiedoista ja taidoista, jonka kaikki oppilaat tuovat mukanaan kouluun, on ainakin yhden puhutun ja joskus myös kirjoitetun kielen osaaminen. Luentoni alkupuolella pohdinkin kielen, kielitaidon ja kielitiedon käsitteitä, viimeksi mainittua eri-ikäisiltä koululaisilta kerättyjen esimerkkien valossa. Läsnäolijat saavat myös itse alkaa muodostaa omaa kieliprofiiliaan.

    Käsittelen myös lyhyesti oppilaan kielten ja koulun kielten välisiä samankaltaisuuksia ja eroja, jolloin kiinnitän erityisesti huomiota arkikieleen ja kielenkäyttöön koulun eri oppiaineissa. Tämän taustan pohjalta siirryn sitten kielitoiseen didaktiikkaan. Esimerkkien avulla valaisen, kuinka kaikki opettajat voivat tietoisesti tukea kaikkien oppilaiden koulukielen, oman aineen kielen, ja äidinkielen kehitystä, ja kuinka vanhemmat/huoltajat voivat aktiivisesti osallistua lastensa koulutukseen. Kaikki esimerkkini valaisevat myös, kuinka positiivinen asenne kieliin ja kielten tietoinen, joustava käyttö (ns. translanguaging) vahvistaa oppilaiden (ja vanhempien/huoltajien!) omanarvontuntoa ja tasoittaa tietä uuteen, aluksi vieraaseen yhteiskuntaan.

    Lopuksi pohdin, miksi kielitietoinen didaktiikka toimii – eli minkälaiset teoriat voivat selittää, että koulut voivat kääntää vastatulleiden oppilaiden huonon koulumenestyksen hyväksi.

  • 264.
    Juvonen, Päivi
    Stockholm University.
    Repair in Second-Language Instruction1989Ingår i: Nordic Journal of Linguistics, ISSN 0332-5865, E-ISSN 1502-4717, Vol. 12, nr 2, s. 183-204Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present paper deals with the study of repair patterns. Repair, seen as some type of intrinsic trouble manifested by some party during interaction, has here been studied in an institutional setting, the second-language class-room. The repair sequences have been studied relative to the activity type in which the participants are involved. The results show the following: first, that the activity type has an impact on the repair pattern; and secondly, both quantitative and qualitative differences in repair patterns are found when compared with non-educational and foreign-language-teaching settings.

  • 265.
    Juvonen, Päivi
    Stockholm University.
    Schoolchildren's Self–repairs in Narrative Discourse1991Ingår i: Flerspråkighet i och utanför Norden : föredrag från den Sjätte nordiska tvåspråkighetskonferensen 4-6.6.1990 Vasa, Finland: Multilingualism in the Nordic countries and beyond : papers from the Sixth Nordic Conference on Bilingualism 4-6.6. Vaasa, Finland / [ed] Kjell Herberts, Christer Laurén, Vaasa: Åbo Akademi , 1991, s. 138-151Konferensbidrag (Övrigt vetenskapligt)
  • 266.
    Juvonen, Päivi
    Stockholm University.
    Språkkontakt och språkförändring: Användningen av demonstrativa pronomen i en sverigefinsk kontaktsituation1996Ingår i: Många vägar till tvåspråkighet: Föredrag från ett forskarseminarium vid Göteborgs universitet den 21-22 oktober 1994 / [ed] Leena Huss, Uppsala: Centre for Multiethnic Research, Uppsala University , 1996, Vol. 38, s. 57-88Konferensbidrag (Refereegranskat)
  • 267.
    Juvonen, Päivi
    Stockholm University.
    Så lika men ändå så olika: om kanssa, kans och kaa i talad finska2013Ingår i: Keelemees Raag Raimo 60. / [ed] Tiina Söderman, Tallinn: Eesti Keele Sihtasutus , 2013, s. 33-49Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 268.
    Juvonen, Päivi
    Stockholm University.
    Tilastollinen metodi ja yksilöllinen vaihtelu puhekielisen aineiston kuvauksessa: [ Statistical method and individual variation in the description of spoken language ]2003Ingår i: Låt mig ha kvar mitt språk: den tredje SUKKA-rapporten = Antakaa minun pitää kieleni : kolmas SUKKA-raportti / [ed] Raija Kangassalo, Ingmarie Mellenius, Umeå: Inst. för moderna språk, Umeå universitet , 2003, s. 151-166Kapitel i bok, del av antologi (Refereegranskat)
  • 269.
    Juvonen, Päivi
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Eisenchlas, Susana A.
    Roberts, Tim
    Schalley, Andrea C.
    Researching social and affective factors in home language maintenance and development: A methodology overview2020Ingår i: Handbook of Home Language Maintenance and Development: Social and Affective Factors / [ed] Andrea Schalley, Susana A. Eisenchlas, Berlin: Mouton de Gruyter, 2020, s. 38-58-Kapitel i bok, del av antologi (Refereegranskat)
  • 270.
    Juvonen, Päivi
    et al.
    Stockholm University.
    Koptjevskaja-Tamm, MariaStockholm University.
    The Lexical Typology of Semantic Shifts2016Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    The volume focuses on semantic shifts and motivation patterns in the lexicon. Its key feature is its lexico-typological orientation, i.e. a heavy emphasis on systematic cross-linguistic comparison. The book presents current theoretical and methodological trends in the study of semantic shifts and motivational patters based on an abundance of empirical findings across genetically, areally and typologically diverse languages.

  • 271.
    Juvonen, Päivi
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Lennartsson-Hokkanen, Ingrid
    Stockholm University, Sweden.
    Ämne och språk i matematikundervisning för nyanlända gymnasieelever2019Ingår i: The 14th conference on Nordic Languages as a Second Language, NORDAND 14: 27-29 May 2019, University of Copenhagen, South Campus, 2019Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Föredraget är en delstudie i projektet Nyanlända elever i gymnasieskolan - en tvärvetenskaplig studie om språkutveckling, ämnesspråk och social inkludering som pågår från 2018 till 2022. Syftet med projektet är att utveckla teorier om inkluderande flerspråkig undervisning och bidra till att utveckla verksamheter. Frågeställningar söker besvara frågor om nyanlända gymnasieelevers språkutveckling, ämnesutveckling och sociala inkludering. Utifrån ett språkvetenskapligt flerspråkighetsperspektiv studeras hur nyanlända elevers språkutveckling och lärande främjas i skolans ämnen vilket i sin tur inverkar på möjligheter till fortsatta studier eller arbete efter skolan. Den huvudsakliga metodiska ansatsen är kvalitativ och materialet samlas in bl.a. genom deltagande observation, policydokument, intervjuer och enkäter. För analys av kvalitativa data tillämpas språketnografisk och funktionell språkanalys (Copland & Creese 2015, Halliday 1999).

    I föredraget presenteras preliminära resultat från en delstudie som fokuserar på interaktionsmönster och stöttningsstrategier i matematikundervisning observerade hos en lärare under en sexveckorsperiod. I dessa data blir matematikundervisningen ett tillfälle för andraspråksutveckling, vilket åskådliggörs när läraren bygger på elevernas tidigare erfarenhet och kunskaper t.ex. genom translanguaging (jfr García & Li Wei 2014). Därutöver framgår att meningsskapande och delaktighet främjas vilket synliggörs när läraren uppmärksammar hur elevernas olika kompetenser fungerar som resurser vid problemlösning.

    Resultaten tyder på att läraren tillvaratar elevernas tidigare kunskaper, vilket präglar undervisningen vilket i sin tur resulterar i att elevernas olika språk blir en resurs i lärandet.

    Copland, Fiona & Creese, Angela. 2015. Linguistic Ethnography: Collecting, Analysing and Presenting Data. SAGE Publications Ltd.

    García, Ofelia & Li Wei 2014. Translanguaging: Language, Bilingualism and Education. London, United Kingdom: Palgrave Macmillan Pivot.

    Halliday, M.A.K.1999. Grammar and the construction of educational knowledge. In Berry, R., B. Asker, K. Hyland & M. Lam (Eds.). Language Analysis, Description and Pedagogy, 70–87. Hong Kong: The Hong Kong University of Science and Technology.

  • 272.
    Juvonen, Päivi
    et al.
    Stockholm University.
    Lindberg, Inger
    Stockholm University.
    Viberg, Åke
    Stockholm University.
    Narrative Skills in Two Languages1989Rapport (Övrigt vetenskapligt)
  • 273.
    Juvonen, Päivi
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Mellenius, Ingmarie
    Umeå University, Sweden.
    Paulsrud, BethAnne
    Dalarna University, Sweden.
    Schalley, Andrea
    Karlstad University, Sweden.
    Berg Shamla, Pia
    Karlstad University, Sweden.
    Attitudes, beliefs and knowledge of teachers on multilingualism: the view from Sweden2019Ingår i: The 2019 HOLM Symposium of the AILA Research Network (ReN): “Social and Affective Factors in Home Language Maintenance and Development”, York St John University, 9 September 2019, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Swedish schools are experiencing new challenges due to increased mobility and linguistic diversity. Efforts to achieve inclusive education for all are dependent upon teachers’ attitudes, beliefs and knowledge (ABK) of multilingualism. The interplay between teachers’ ABK and the pedagogical and language-developing practices in schools is defined by four major factors interactively shaping and being shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors (e.g. the organization of education), and classroom practices (Borg 2003, 2006). Against this theoretical backdrop, our study investigates the ABK of multilingualism of Swedish teachers, a key issue in the nation today, as part of a larger international project that investigates what shapes teachers’ ABK of multilingualism across countries. Semi-structured interviews were conducted with pre-primary and primary teachers from five Swedish regions (Dalarna, Småland, Stockholm, Värmland, and Västerbotten), representing varied school demographics. These interviews were transcribed and analysed using appraisal theory (Martin & White, 2005; White 2015). Early results indicate that while teachers generally express positive views on multilingualism, echoes of a monolingual mindset are quite strong (“the language” equated with Swedish; “home country” for children born in Sweden; descriptions of a “monolingual” school as the “perfect school”). Teachers with training in language-developing practices acknowledge that mother tongue instruction supports the majority language development as well as students’ overall academic performance. Nonetheless, using all linguistic resources and acknowledging students’ multilingual identities are not common pedagogical strategies. In the school context, Swedish is considered as more important than students’ additional languages, which are often merely seen as an added value not directly relevant to the daily activities in the Swedish school system. Moreover, the findings point to a need for more extensive pre-service teacher education and professional development of teachers, on multilingualism more generally, and on related classroom practices more specifically.

  • 274.
    Juvonen, Päivi
    et al.
    Stockholm University.
    Nikunlassi, Ahti
    University of Helsinki, Finland.
    Temperature adjectives in Finnish2015Ingår i: The linguistics of temperature / [ed] Maria Koptjevskaja-Tamm, Amsterdam: John Benjamins Publishing Company, 2015, 1, s. 491-536Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This paper provides a descriptive and theoretical account of Finnish temperature adjectives as a system consisting of a three-term core and a supplementary set. The former are unrestricted with respect to a number of grammatical and semantic parameters proposed in cross-linguistic and typological studies, whereas the latter have restricted availability in temperature subdomains or express additional semantic distinctions. In metaphorical uses of the adjectives, the base of semantic extensions is argued to be the culturally grounded emotional charge of positive or negative evaluation that gives rise to thermal preferences of different kinds of emotions. Metaphorical extensions not only involve changes in the argument structure of a term, but also significant increase in the use of syntactic frames with abstract situational semantics.

  • 275.
    Juvonen, Päivi
    et al.
    Stockholm University.
    Parkvall, Mikael
    Stockholm University.
    Den flerspråkiga världen i siffror2003Ingår i: Låt mig ha kvar mitt språk : den tredje SUKKA-rapporten: Antakaa minun pitää kieleni : kolmas SUKKA-raportti / [ed] Raija Kangassalo, Ingmarie Mellenius, Umeå: Institutionen för moderna språk, Umeå universitet , 2003, s. 13-32Kapitel i bok, del av antologi (Refereegranskat)
  • 276.
    Juvonen, Päivi
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Svensson, Gudrun
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Evaluative language as a legitimising strategy: Swedish students give voice to anxiety and moral values2019Ingår i: Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018 / [ed] Ljung Egeland, B., Roberts, T., Sandlund, E, & Sundqvist, P., Karlstad: Karlstad University Press, 2019, s. 89-110Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this study, we analyse reflective diary texts produced by twelve multilingual Swedish fifth-graders with immigrant background after the terrorist attack in Paris in 2015, where several employees of the magazine Charlie Hebdo were killed. Our overall aim was to study if allowing the students to discuss and reflect upon engaging events outside the school in writing educates the students in democratic values and in arguing for their opinions. Our specific aim was to analyse and discuss how the students expressed their emotions, opinions and moral values in the texts in terms of the discursive strategies of representation and legitimisation (Hart 2010), and how they actively construe the events accounted for in relation to themselves. Our results show that in the few lines of the texts, the students, with varied linguistic resources in Swedish, constructed social groups based on dichotomous ethical concepts of right and wrong and on emotional assessments legitimising their opinions and beliefs.

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  • 277.
    Juvonen, Päivi
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Svensson, Gudrun
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Flerspråkig muntlighet som resurs: [ ingår i Lärportalens modul Språk-, läs- och skrivutveckling (Läslyftet), Muntlig kommunikation i alla ämnen, Del 3: Flerspråkig muntlighet som resurs, årskurs F-9 ]2019Övrigt (Refereegranskat)
    Ladda ner fulltext (pdf)
    Fulltext
  • 278.
    Juvonen, Päivi
    et al.
    Stockholm University.
    Viberg, Åke
    Uppsala University.
    Tvåspråkighet i skolan: användandet av konnektorer och lexikala val på finska och svenska - en tillbakablick2013Ingår i: Profession, politik och passion: Inger Lindberg som andraspråksforskare - en vänbok / [ed] Monica Axelsson, Marie Carlson, Qarin Franker & Karin Sandvall, Göteborg: Göteborgs universitet, 2013, s. 89-120Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 279.
    Juvonen, Päivi
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Yli-Piipari, Marjo
    University of Helsinki, Finland.
    Ahlholm, Maria
    University of Helsinki, Finland.
    Russian minors learning Finnish negation during transitional school year: the case of propositional denial2019Ingår i: The 14th conference on Nordic Languages as a Second Language, NORDAND 14: 27-29 May 2019, University of Copenhagen, South Campus, 2019, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we analyze, how propositional denial develops in two primary school aged learners' communication, during their first school year in Finnish school. By propositional denial we refer to certain types of standard negation (see Miestamo 2005) where the denial is tightly contextual (see Kotilainen 2007), such as in the following example:

    Teacher: se on kyllä koira se ei oo susi 'that is actually a dog it is not a wolf'

    Anton: but this is not koira ‘but this is not a dog'The denied proposition ("dog not wolf"-view) precedes the denying utterance that includes an opposite view ("not dog"-view).

    Our focus participants are two Russian speaking students (9 and 11 years) acquiring Finnish during their first school year in Finland. We study the acquisition through scrutinizing the longitudinal development of negatives over a period of eight months, from September to April. The recorded classroom data enable describing the linear development of each participating individual.

    The results show three phases in acquiring propositional negation. 1) In the initial phase, September to December, the propositional denials are translingual, constructed of English/Finnish or Russian/Finnish. 2) In the intermediate phase, from December to February, the denial is expressed in learner Finnish, with e.g. unconventional person inflection. 3) The third phase is found from March to April, where the asymmetrical Finnish negation, especially the auxiliary e- conjugated in person and number, have mostly become conventionalized.

    In this presentation, examples of the aforementioned phases are displayed and discussed in detail.

    References

    Kotilainen, Lari. 2007. Kiellon lumo. Kieltoverbitön kieltokonstruktio ja sen kiteytyminen. Helsinki: Suomalaisen Kirjallisuuden Seura.

    Miestamo, Matti. 2005. Standard Negation. The Negation of Declarative Verbal Main Clauses in a Typological Perspective. Berlin: Mouton de Gruyter.

  • 280.
    Karlsson, Lina
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Språkutvecklande stödstrukturer: En observations- och intervjustudie om lärares arbete med läsning i SO i åk 4–52020Självständigt arbete på avancerad nivå (magisterexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The curriculum for social studies is designed in a way where knowledge is assessed through the students’ expressive language skills. Much of the knowledge is also expected to be gained through reading. The purpose of this study is to examine what types of scaffolding teachers can create for students reading social studies nonfiction texts in grades 4–5. The study is based on observations and interviews with three teachers. The material was subsequently analysed based on characteristics in language development methods, showing that teachers do not emphasise the importance of language for learning when teaching. The results also show that students, to a small extent, are used as supporting resources for one another and that teachers themselves take up much of the talking space in the classroom. During structured oral text instruction teachers request short answers, that are evaluable rather than allowing time for interrogative and reflective discussions. The effect of the teacher centered teaching is that the students are passivate instead of challenged with cognitively demanding tasks where scaffolding can enable a potentially higher learning level.

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    Språkutvecklande stödstrukturer
  • 281.
    Karlsson, Matilda
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    "Registret visar inte brottslighet": Om svenska nyhetsartiklars framställning av Polisens registrering av romer2014Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med undersökningen är att granska nyhetsartiklar som handlar om Polisens registrering av romer för att jämföra beskrivningen av polis respektive romer samt undersöka vilka sociala maktförhållanden och ideologiska perspektiv som speglas. I syftet ingår även att undersöka om artiklarnas framställning kan bidra till en social förändring. Materialet består av tre nyhetsartiklar som publicerades samma datum och är hämtade från Dagens Nyheter, Avpixlat och Skånska Dagbladets webbsidor. Undersökningen har sin utgångspunkt i Norman Faircloughs modell för kritisk diskursanalys som består av teoretiska premisser och metodiska riktlinjer.       Resultatet visar att Dagens Nyheter och Avpixlats artiklar är de som skiljer sig mest i beskrivningen av polis och romer. Alla artiklar speglar det maktförhållande där Polisen har en stark maktposition men har olika förhållningssätt till maktförhållandet mellan majoritetssamhället och minoritetsgruppen. Avpixlats artikel utmärker sig genom att spegla tydligt ideologiska perspektiv. Sannolikheten är större att artiklarna i Dagens Nyheter och Avpixlat kan bidra till en förändring av den sociala världen.

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    fulltext
  • 282.
    Karlsson, Susanne
    et al.
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Jönsson, Ulrika
    Högskolan i Kalmar, Humanvetenskapliga institutionen.
    Språkutveckling i förskolan: en observationsstudie2008Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Det huvudsakliga syftet med vår studie var att undersöka hur språklig medvetenhet kan främjas i förskolan. Studien har genomförts med 14 barn ålder 1-3 år samt tre pedagoger på en förskola i en mindre tätort. Undersökningen har genomförts med observation med hjälp av videokamera under två dagar på en förskola.

    Resultatet av vår studie visar betydelsen av pedagogens förhållningssätt till barnens språkutveckling. De var delaktiga och engagerade i barnens vardag och visade stort intresse för deras tankar och idéer. Pedagogerna var tydliga i sin pedagogroll och utmanade och uppmuntrade barnen. De använde sig av leken för att stimulera språket på ett lustfullt sätt i verksamheten. I vår undersökning stärks vår hypotes om vikten av att fånga de naturliga samtal och samspel som uppkommer i vardagen. Många gånger blev spontana händelser betydelsefulla för barnen. Det vi fann som extra intressant i vår studie var de situationer då barnen lärde av varandra.

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    FULLTEXT01
  • 283.
    Karlsson, Ulrica
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Strategies for Unknown Vocabulary: An Investigation of a Swedish EFL Classroom2018Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Ladda ner fulltext (pdf)
    fulltext
  • 284.
    Katarina, Lazarevic
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Barcelona: La ciudad del bilingüismo: La utilización del castellano y catalán2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    First, this thesis aims to find, classify and explain the different reasons why the inhabitants of Barcelona use Catalan, Castilian or both languages according to a given situation. On the other hand, based on the results, it is intended to better understand the situation in Catalonia and the Catalans in a sociolinguistic field.

    The focus lies on answering the question “Is there a language that is preferably used by citizens living in Barcelona?”. With the use of a quantitative method analysis this thesis will reveal if there is a determining variable that influences when choosing Catalan or Castilian?

    Diferent types of resources have been used to verify and have legitimacy in the arguments presented in the thesis. The historical moments survived by the Catalan inhabitants, the identity (culture and linguistic) that they managed to preserve, and the bilingualism that exists in Barcelona, are topics that will pervade through the entire thesis.

    The result of the study shows that the respondents generally prefer to use Castilian rather than Catalan, for the reason of the origins (parents or grandparents) from outside Catalonia.

    Ladda ner fulltext (pdf)
    TesinaKatarina_BilingüismoBarcelona
  • 285.
    Keinvall, Kristoffer
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Teaching English 5 to Swedish vocational students: student attitudes, motivation and adaptation of teaching2019Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    There has been research that suggests that an anti-studying culture is present in vocational programs in Sweden (Högberg 2009), and that teachers need to adapt their teaching to the students’ vocational interests in order to create an interest in learning (Lindahl 2015; Riley & Eriksson 2014; Smagorinsky et al. 2010). This study investigates how three teachers working at a vocational school in a rural area of Sweden teach the English 5 course. This entails investigating how the teachers perceive student attitudes, how they adapt their teaching, and also how they work to raise motivation among the students. The method used for this is semi-structured personal interviews along with a qualitative content analysis. The results of the study showed that attitudes among students are generally good with some exceptions, where lacking proficiency seems to be a factor regarding poor attitudes. It became evident that the main tool for raising motivation among the students is the adaptation of the teaching. The results also showed that some student groups are more interested in learning English than others, likely because of some students seeing English more a useful tool for their future working life. The issue of social structures regarding the Swedish educational system is also brought up. There is an implication for teachers regarding the adaptations – there has to be a balance between making vocational students interested, while still making sure they do not miss out on any content, i.e. that they get equal opportunity to learn as other students.

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    fulltext
  • 286.
    Kelterer, Anneliese
    et al.
    Lund University, Sweden.
    Ambrazaitis, Gilbert
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV). Lund University, Sweden.
    House, David
    KTH Royal Institute of Technology, Sweden.
    Head beats as pitch-accompanying visual correlates of primary and secondary lexical stress: Evidence from Stockholm Swedish compounds2018Ingår i: Proc. TAL2018, Sixth International Symposium on Tonal Aspects of Languages, Berlin: The International Speech Communication Association (ISCA), 2018, s. 124-128Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study examines the interplay of (verbal) prosody with (visual) head and eyebrow movements in a 24-minute corpus of Swedish television news readings. The paper focuses on ‘double’ beat gestures, asking whether their occurrence relates to a word’s lexical prominence structure (simplex; compound), to lexical tonal prosody (Accent 1; Accent 2), or rather to prominence levels (+/- focal accent; +/- nuclear position). The results suggest that double eyebrow beats are a marginal phenomenon. Double head beats are also rare (only 28 of the 688 words annotated for head beats in our 4088- word corpus), but their usage follows a clear pattern: There is no preference for the nuclear position, but a strong preference to occur on a focally-accented compound (Accent 2), which is usually realized with two pitch peaks. In conjunction with previous findings on (single) head beats, the present results suggest that a head beat in this type of data can associate with lexical (primary or secondary) stress in case the stressed syllable is also marked by a (tonal or intonational) pitch peak.

    Ladda ner fulltext (pdf)
    fulltext
  • 287.
    Khalid, Intisar
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Modersmålsundervisning: Undervisningens vikt i inlärningen2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
  • 288.
    Kjellström, Antonia
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Twisting the standard: Non-standard language in literature and translation from English to Swedish2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Non-standard language, or dialect, often serves a specific purpose in a literary work and it is therefore a challenge for any translator to recreate the non-standard language of the source text into a target language.  There are different linguistic tools an author can use in order to convey non-standard language, and the same is true for a translator – who can choose from different strategies when tasked with the challenge of translating dialectal features. This essay studies the challenge of recreating dialectal, non-standard speech in a work of literature and compares four different translations of that same piece of literature into another language. With this purpose in mind, the novel Oliver Twist by Charles Dickens is analysed using samples of non-standard language which have been applied to indicate a character’s speech as dialectal. The same treatment is given to four different Swedish translations. The method consists of linguistically analysing four text samples from the original novel, to see how non-standard language is represented and which function it serves, and thereafter, comparing the same samples to the four Swedish translations in order to establish whether non-standard features are visible also in the translated novels and which strategies the translators have used in order to achieve this.

    It is concluded that non-standard language is applied in the source text and is represented on each possible linguistic level, including graphology, morphosyntax, and vocabulary. The main function of the non-standard language found in the source text samples was to place the characters in contrasting social positions. The target texts were found to also use features of non-standard language, but not to the same extent as the language used in the source text. The most common type of marker was, in all five of the texts, lexical items. It was also concluded that the most frequently used translation strategy used in the target texts was the use of various informal, colloquial features. 

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    Twisting the standard
  • 289.
    Klingvall, Eva
    et al.
    Lund University, Sweden.
    Heinat, Fredrik
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Ambiguous anaphoric reference in Swedish2019Ingår i: Ambiguity at the interface of discourse and grammar: Workshop. Rome: March, 28th–29th 2019, Rome University , 2019Konferensbidrag (Övrigt vetenskapligt)
  • 290.
    Klingvall, Eva
    et al.
    Lund University.
    Heinat, Fredrik
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Anaphoric reference to quantifying expressions in Swedish2018Ingår i: Grammatikk i Norden 2 (GRAMINO): Oslo 15-16 May 2018, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Both (1) and (2) say that some undefined, small number of students went to the lecture, but the sentences differ in what type of quantifier is used: Några (‘some’) is a positive (upward entailing) quantifier, while (‘few’) is a negative (downward entailing) quantifier (Peters and Westerståhl, 2006).

    (1) Några studenter gick på föreläsningen.    some students went to the-lecture

    (2) Få studenter gick på föreläsningen.    few students went to the-lecture

    When referring back to ‘the students’ in (1) and (2), a difference in which students are referred to can be detected. (1) is naturally followed by (3), which talks about the students attending the lecture (the reference set), while (2) is naturally followed by (4), which talks about the students not attending the lecture (the complement set) (e.g. Moxey and Sanford, 1987). Whereas (3) can also follow (2) (although not as easily as (4)), (4) is only acceptable following (2).

    (3) De tyckte den var väldigt intressant.    they thougth it was very interesting

    (4) De stannade hemma i stället.    they stayed home instead

    Anaphoric reference to quantifiers has been investigated extensively and we know that upward/downward entailment is one factor that influences set-reference in English (see e.g. Moxey and Sanford, 1987; San- ford et al., 1996; Paterson et al., 1998; Moxey et al., 2001; Moxey, 2006; Filik et al., 2011). However, to our knowledge there are no investigations of set-reference in Swedish. As quantifiers do not always behave the same across languages (Nouwen, 2010; Tsai et al., 2014), we investigated this issue for Swedish in a semantic plausibility study where we tested whether quantified expressions gave rise to reference set or complement set interpretations.

    The material was manipulated along two dimensions: positive vs negative quantifier (några vs in (5)), and refset vs compset targeting disambiguating adjective (duktiga vs dåliga in (5)). The quantifiers included were: några (‘some’), (‘few’), många (‘many’), inte många (‘not many’), alla (‘all’), inga (‘no’), nästan alla (‘almost all’), inte alla’ (‘not all’).

    (5) Några/Få studenter skrev bra på tentan igår och att de var så duktiga/dåligasome/few students wrote well on exam yesterday and that they were so good/bad

    förbryllade professorn.confused the-professor

    The results were that positive quantifiers with anaphoric reference to the compset were judged as anomalous, and negative quantifiers with anaphoric reference to the refset were judged as anomalous, although there was more variation with regard to the negative ones. As expected, these results are in line with previous studies.

    Referenser

    Filik, Ruth, Hartmut Leuthold, Linda M. Moxey, and Anthony J. Sanford. 2011. Anaphoric reference to quantified antecedents: An event-related brain potential study. Neuropsychologia 49:3786–3794.

    Moxey, Linda M. 2006. Effects of what is expected on the focussing properties of quantifiers: A test of the presupposition-denial account. Journal of Memory and Language 55:422–439.

    Moxey, Linda M., and Anthony J. Sanford. 1987. Quantifiers and focus. Journal of semantics 5:189–206.

    Moxey, Linda M., Anthony J. Sanford, and E. Dawydiak. 2001. Denials as controllers of negative quantifier focus. Journal of memory & language 44:427–442.

    Nouwen, Rick. 2010. What’s in a quantifier? In The linguistics enterprise: from knowledge of language to knowledge in linguistics, ed. Martin Everaert, Tom Lentz, Hannah de Mulder, Øystein Nilsen, and Arjen Zondervan, 235–256. Amsterdam: John Benjamins.

    Paterson, Kevin B., Anthony J. Sanford, Linda M. Moxey, and Eugene Dawydiak. 1998. Quantifier polarity and referential focus during reading. Journal of Memory and Language 39:290–306.

    Peters, Stanley, and Dag Westerst ̊ahl. 2006. Quantifiers in language and logic. Oxford: Oxford University Press.Sanford, Anthony J., Linda M. Moxey, and Kevin B. Paterson. 1996. Attentional focusing with quantifiers in production and comprehension. Memory &

    Cognition 24:144–155.Tsai, C.-Y. Edwin, Gregory Scontras, Kenneth Mai, and Maria Polinsky. 2014. Prohibiting inverse scope: An experimental study of Chinese vs. English.

    In Empirical Issues in Syntax and Semantics 10, ed. Christopher Pin ̃o ́n, 305–322. Paris: CSSP.

  • 291.
    Klingvall, Eva
    et al.
    Lund University, Sweden.
    Heinat, Fredrik
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Negative quantifiers and ambiguous reference2019Ingår i: Sinn und Bedeutung 24: Osnabrück 2019, Osnabrück University , 2019, s. 1-2Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this study we investigate anaphoric reference to negative and positive quantied expressions (QEs) in Swedish. Anaphoric reference to QEs has been extensively investigated in English. One important factor is the polarity of the QE [see e.g. 1, 2, 3, 4, 5]. Some and few, for instance, differ in polarity: some is positive (upward entailing) while few is negative (downward entailing) [6]. When referring back to the QE using an anaphoric pronoun (they below), the sentence in (1a), with some, is naturally followed by (2a), whichis about the students attending the lecture (the reference set, REFSET). The sentence in (1b), with few, in contrast, is naturally followed by (2b), which is about the students not attending the lecture (the complement set, COMPSET) [e.g. 1]. While (1b) can in fact befollowed either by (2a) or (2b), (1a), cannot be followed by (2b).

    (1) a. Some students attended the lecture.b. Few students attended the lecture.

    (2) a. They found it very interesting.b. They stayed at home instead.

    Whether the COMPSET is available for anaphoric reference as default or is introduced via some kind of pragmatic inference is a matter of debate [e.g. 3, 4, 5, 7, 8]. Filik et al. [9] used ERPs to investigate reference to sets in English. The results were that both types of QEs showed REFSET and COMPSET effects. They found a larger N400 for COMPSET vs. REFSET continuations for positive QEs, and the opposite for negative QEs. Their conclusion was that following a negative QE there are more sets available for reference than following a positive QE. However, it should be noted that it is questionable if the effects that are reported are effects of a real N400-component or spurious negativities. As the authors admit, the experimental set up makes it diffcult to interpret some effects. In our study, 160 experimental items of four sentences each, as in (3), were manipulated along two dimensions: polarity (positive vs negative quantier, e.g. några vs ), and set (REFSET vs COMPSET targeting disambiguating adjective, e.g. duktiga vs dåliga).

    (3) Några/Få studenter skrev bra på  tentan          igår      och att  deCW1 var så     some/few students wrote well on  the-exam yesterday and that they were so     duktigaCW2/dåligaCW2 förbryllade professorn.     good/bad                    confused  the-professor

    31 participants saw the 160 experimental items, distributed across four lists in Latinsquare design. ERPs were measured on two critical words the pronoun de ('they') (CW1) and a disambiguating adjective, (CW2) picking out either the REFSET (duktiga, 'good'), or the COMPSET (dåliga 'bad') [cf. 9].

    We performed a linear mixed eects analysis of the data and obtained the following signicant results. On the pronoun, CW1, there was a sustained left anterior negativityin the time span 100-1500ms after CW-onset for negative QEs compared to positive QEs (set-focus is not determined at this point in the sentence). On the disambiguating adjective, CW2, there was an interaction of polarity and set in the posterior region in the P600 span (600-900ms) [10]: positive QEs showed more positivity in the COMPSET condition than in the REFSET; sentences with COMPSET focus (with the adjective dåliga 'bad' in (3)) showed more positivity in the positive QE condition than in the negative QE condition; sentences with REFSET focus (with the adjective duktiga 'good' in (3)) showed more positivity in the negative QE condition than in the positive QE condition.

    We take the sustained left anterior negativity on CW1 (pronoun) to be an NRef effect [11, 12, 13]. This effect indicates referential ambiguity and thus indicates that negative QEs make both REFSET and COMPSET available for anaphoric reference. This contrasts with positive QEs that only make the REFSET available for anaphoric reference. On the adjective, CW2, there was no signicant distinction between negative QEs in the REF-and COMPSET conditions, indicating that either set can still be in focus. Positive QEs only make the REFSET available and it is therefore problematic to integrate an adjective focussing the COMPSET, as reflected in the P600-effect. Importantly, there were no differences between negative QEs with COMPSET focus and positive QEs with REFSET focus, on the one hand, and the reverse conditions (NEG-REF vs POS-COMP), on the other hand. We take this to indicate that COMPSET is the preferred focus for negative QEs in Swedish and that REFSET is the only possible focus for positive QEs. These results raise important questions about how negative QEs contribute to the construction and processing of the mental discourse model.

  • 292.
    Klingvall, Eva
    et al.
    Lund University.
    Heinat, Fredrik
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Referential mismatches: complement set reference2018Ingår i: MISM4TCHES (4-5 October, 2018) Universidad Cisneriana (UAH): Sala de Conferencias Internacionales. Pza. S. Diego, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this talk, we present the results of a semantic plausibility study investigating systematic mismatches in anaphoric reference to quantified expressions (QEs) in Swedish. Sentences as (1)–(2) have a similar meaning but differ in their use of quantifier: some is a positive (upward entailing) quantifier, while few is a negative (downward entailing) quantifier [1].

    (1) Some students attended the lecture.

    (2) Few students attended the lecture.

    Both (1) and (2) are sentences about students attending a lecture. However, when referring back to ‘the students’, a difference can be detected between the two sentences. (1) is naturally followed by a sentence like (3), which, like (1), is about the students attending the lecture (the reference set, REFSET). (2), on the other hand, is naturally followed by (4), which differs from (2) in being about the students not attending the lecture (the complement set, COMPSET) [e.g. 2]. While (2) can in fact be followed either by (3) or (4), is also a possible continuation of (2), the case where there is a mismatch, i.e. (4) following (2), is actually the preferred continuation [3]. For (1), the mismatch continuation ((4) following (1)) is not allowed.

    (3)  They found it very interesting.

    (4)  They stayed at home instead.

    Anaphoric reference to QEs has been extensively investigated in English and one important factor influencing set-reference is the positivity/negativity of the quantifier [see e.g. 2, 3, 4, 5, 6]. As quantifiers do not always behave the same across languages [7, 8], we investigated this issue for Swedish in a semantic plausibility study where we tested whether quantified expressions gave rise to REFSET or COMPSET interpretations.

    The material was manipulated along two dimensions: positive vs negative quantifier (några vs  in (5)), and REFSET vs COMPSET targeting disambiguating adjective (duktiga vs dåliga in (5)). The quantifiers included were: några (‘some’),  (‘few’), många (‘many’), inte många (‘not many’), alla (‘all’), inga (‘no’), nästan alla (‘almost all’), inte alla’ (‘not all’).

    (5) Några/Få studenter skrev bra på tentan igår och att de var såsome/few students wrote well on the-exam yesterday and that they were soduktiga/dåliga förbryllade professorn.good/bad confused the-professor

    A linear mixed model showed that positive quantifiers with anaphoric reference to the REF-SET were judged as semantically congruent, while they were judged as anomalous with ana- phoric reference to the COMPSET. For the negative quantifiers, the opposite pattern emerged: they were judged as congruent with anaphoric reference to the COMPSET but anomalous with the reference to the REFSET. There was also a difference between positive and negative QEs. The preferred continuation for positive QEs, the matching continuation, was rated as more con- gruent than the preferred continuation for negative QEs, the mismatched continuation. There were also internal differences within the groups of positive and negative quantifiers. More spe- cifically, sentences where the syntactic subject included the positive quantifier några (‘some’) were significantly different from sentences with the other positive quantifiers in the subject: when reference was made to the REFSET, the sentences were judged as semantically congruent to a lesser degree than for the other positive quantifiers. Similarly for the negative quantifiers få (‘few’) and inte alla (‘not all’): when reference was made to the COMPSET, the sentences were judged as semantically congruent to a lesser degree than for the negative quantifiers inga (‘no’) and inte många (‘not many’).

    In a follow-up study, we investigated whether the relative size of the sets, in terms of number of members, influence anaphoric set interpretation. According to Zulaica-Herna ́ndez [9], the set with the largest number of members is the one most easily referred to. In relation to our results, this would mean that några (‘some’) should pick out a smaller REFSET than the other three positive QEs, and  (‘few’) and inte alla (‘not all’) should pick out larger REFSET than inga (‘no’) and inte många (‘not many’). To test these claims, we carried out an investigation using a questionnaire where each participant was instructed to write down the number they thought a quantifier corresponded to, given a fixed total number and a specific context, as in the following example [cf. 10]:

    (6) There were 100 students in the auditory. QE of them had been there before. How many do you think had been there before? ANSWER:

    The results were that några (‘some’) was taken to pick out a significantly smaller REFSET than the other positive QEs, and inte alla (‘not all’) was taken to pick out a significantly larger REFSET than inte många (‘not many’). However,  (‘few’) was taken to pick out a smaller, rather than bigger, REFSET than inte många (‘not many’). In addition,  (‘few’) and inte alla (‘not all’) were taken to pick out REFSET of very different sizes. Thus, these studies show that anaphoric reference to QEs in Swedish behaves as in English when it comes to polarity and also, unexpectedly, that the relative size of COMPSET and REFSET plays a role in the focussing one of the two sets.

    [1]  Stanley Peters and Dag Westersta ̊hl. Quantifi- ers in language and logic. Oxford University Press, Oxford, 2006.

    [2]  Linda M. Moxey and Anthony J. Sanford. Quantifiers and focus. Journal of semantics, 5:189–206, 1987.

    [3]  Anthony J. Sanford, Linda M. Moxey, and Kevin B. Paterson. Attentional focusing with quantifiers in production and comprehension.Memory & Cognition, 24(2):144–155, 1996.

    [4]  Kevin B. Paterson, Anthony J. Sanford, Linda M. Moxey, and Eugene Dawydiak. Quantifier polarity and referential focus dur- ing reading. Journal of Memory and Lan- guage, 39(2):290–306, 1998.

    [5]  Linda M. Moxey, Anthony J. Sanford, and E. Dawydiak. Denials as controllers of neg- ative quantifier focus. Journal of memory & language, 44:427–442, 2001.

    [6]  Linda M Moxey. Effects of what is expec- ted on the focussing properties of quantifi- ers: A test of the presupposition-denial ac- count. Journal of Memory and Language, 55 (3):422–439, 2006.

    [7]  Rick Nouwen. What’s in a quantifier? In Martin Everaert, Tom Lentz, Hannah de Mulder, Øystein Nilsen, and Arjen Zon- dervan, editors, The linguistics enterprise: from knowledge of language to knowledge in linguistics, pages 235–256. John Benjamins, Amsterdam, 2010.

    [8]  C.-Y.EdwinTsai,GregoryScontras,Kenneth Mai, and Maria Polinsky. Prohibiting inverse scope: An experimental study of Chinese vs. English. In Christopher Pin ̃o ́n, editor, Empir- ical Issues in Syntax and Semantics 10, pages 305–322, Paris, 2014. CSSP.

    [9]  Iker Zulaica-Herna ́ndez. Complement ana- phora in Spanish: Reference and discourse re- lations. Journal of psycholinguistic research, 43(2):449–466, 2018.

    [10]  Linda M Moxey and Anthony J Sanford. Prior expectation and the interpretation of natural language quantifiers. European Journal of Cognitive Psychology, 5:73–91, 1993.

  • 293.
    Klingvall, Eva
    et al.
    Lund University, Sweden.
    Heinat, Fredrik
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Set focus and reference: an ERP-study2019Ingår i: Grammatik i Fokus 33, 2019: Lunds Universitet, LUX-huset (Helgonavägen 3). Torsdagen den 7e februari och fredagen den 8e februari 2019, Lund University , 2019Konferensbidrag (Övrigt vetenskapligt)
  • 294.
    Klingvall, Eva
    et al.
    Lund University, Sweden.
    Heinat, Fredrik
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Set size and Reference2019Ingår i: Sten Vikner's Birthday Workshop: 7 December 2019, Aarhus University , 2019, s. 5-5Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In this talk, we present the results from a semantic plausibility study investigating the effects of setsize on anaphoric reference to quantified expressions (QEs) in Swedish. Determining the referent toanaphoric expressions is at the heart of discourse processing (see e.g. Schumacher, 2017). It is wellknownthat focussed entities have a privileged status for being the antecedents of anaphoric pronouns (Gundel, Hedberg & Zacharski, 1993, among others). QEs are interesting in this connection becausea sub-group of them, negative QEs (monotone decreasing), consistently allows for a switch in focuswhen referred back to (see e.g. Moxey & Sanford, 1987). Positive QEs do not allow this switch. In (1), the intersection of the set of fans (set A) and set of people going to the game (set B) is known asthe REFERENCE SET (REFSET) while the part of Set A that is not in Set B is the COMPLEMENT SET (COMPSET) (i.e. fans not going to the game) (Moxey & Sanford, 1987). Both of the sentences in (1) talkabout fans going to a game, i.e. the REFSET. While (1a) can only be followed by (2a) (still talking aboutthe REFSET), (1b) can be followed by either of the sentences in (2) although many speakers actuallyprefer (2b), where the anaphoric pronoun has the COMPSET as antecedent. (ex. from Sanford, Moxey & Paterson, 1996, 145):

    (1) a. Some of the football fans went to the game. (Positive QE)b. Few of the football fans went to the game. (Negative QE)

    (2) a. They watched it with enthusiasm. (REFSET)b. They watched it on TV instead. (COMPSET)

    (3) Few [small QE]/not all [big QE] fans went to the game and they watched it on TV instead [compset]/with enthusiasm [refset].

    Although positive QEs and negative QEs as groups show the reference patterns described above, contextual factors such as explicitly stated expectations can have an effect on the set focus (Moxey, 2006; Moxey, Sanford & Dawydiak, 2001). In addition Filik, Leuthold, Moxey and Sanford (2011) have shownthat in online processing, the REFSET seems to interfere in processing of negative QEs. These issues havebeen extensively studied for English, but hardly at all for other languages. In this study, we investigate how polarity and relative set size affect speakers’ judgement of sentences with anaphoric reference to QEs in Swedish. The results from the study indicate that QEs of both polarities make both REFSET and COMPSET cognitively available to the extent that the unfocussed set interferes with anaphoric reference. However, this availability does not seem to be so strong as to switch set reference. An outstanding question is if the unfocussed set is available to the same extent as any other unfocussed participants ina discourse, or less. We suspect that offline studies of processing cannot answer this question, but it requires online measures of processing.

  • 295.
    Klingvall, Eva
    et al.
    Lund University, Sweden.
    Heinat, Fredrik
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    The effects of setsize on reference resolution in discourse2019Ingår i: Discourse Expectations: Theoretical, Experimental, and Computational Perspectives (DETEC 2019), Leibniz Centre for General Linguistics (ZAS) , 2019Konferensbidrag (Refereegranskat)
  • 296.
    Klingvall, Eva
    et al.
    Lund University, Sweden.
    Heinat, Fredrik
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    The range of quantifiers: an empirical investigation of set size2019Ingår i: The Sign of V: Papers in Honour of Sten Vikner / [ed] Ken Ramshøj Christensen, Henrik Jørgensen and Johanna L. Wood, Aarhus: Aarhus University , 2019, s. 385-404Kapitel i bok, del av antologi (Refereegranskat)
  • 297.
    Kornberg Krogh, Linda
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    When translators go barking up the wrong tree: A study of metaphor translation strategies in a dog breed book2018Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The translation of metaphors can cause problems for a translator since what is typical for a metaphor is that the intended meaning does not match its literal meaning, which can lead to misunderstandings. Apart from this, language differences and cultural differences can also cause problems. This essay deals with the translation of metaphors in a dog breed book from English to Swedish. The aim of the essay is to investigate which translation strategies that are used when translating metaphors and whether lexicalized and non-lexicalized source language metaphors require different translation strategies. 

    The source language metaphors were found by using the Metaphor Identification Procedure which in this study means determining the lexical units in the source text, deciding the meaning of each unit and then comparing with dictionaries to see whether the lexical unit has a more basic or contemporary meaning and if the meaning in this particular context can be understood based on the more basic or contemporary meaning. If so, the lexical unit was determined to be metaphorically used in this context. The source language metaphors were then classified according to whether they are lexicalized or non-lexicalized, based on Dickins (2005) classification.

    The study finds that the most common way of translating a source language metaphor is by paraphrasing it into a non-metaphorical expression followed by using the same or a similar target language metaphor. No clear indications of lexicalized and non-lexicalized metaphors requiring different translation strategies were found. 

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    When translators go barking up the wrong tree
  • 298.
    Kostova, Liliia
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Semantiska bedömningar av svenska placeringsverb hos andraspråksinlärare: En analys av inlärare med ryska som förstaspråk2019Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    I denna studie undersöktes hur man beskriver placering i den kausativa formen i ryska och hur språkinlärare med ryska som förstaspråk (L1) bedömer placeringsverb i svenska som andraspråk (L2). Analysen inkluderade både kvalitativa och kvantitativa metoder. Videoklipp med händelser tagna från ”Put & Take project” (Bowerman et al., 2004) användes för att samla in data om placeringshändelser på ryska. Resultatet visade att deltagarna använde placeringsverben (med olika prefix) lozhit’ lägga och stavit’ ställa men däremot inte sadit’ sätta, som också förekommer i det ryska språket, men som har en mer specifik funktion jämfört med exempelvis nederländska (Rakhilina och Lemmens, 2003:320). Ett webbaserat formulär där svenska placeringsverb presenteras tillsammans med bilder av olika föremål (Andersson & Gullberg, 2016) möjliggjorde insamling och analys av andraspråksinlärares bedömningar av svenska placeringsverb och även en jämförelse med data från svenska deltagare. Resultaten visade på stora likheter mellan den ryska gruppens bedömningar och tidigare undersökta svenska gruppers bedömningar. Detta tyder på att deltagare med ryska som L1 kan differentiera svenska placeringsverb, åtminstone när det gäller receptivt ordförråd och ej tidsbegränsade uppgifter. Skillnader kan eventuellt finnas på andra nivåer, t.ex. i produktivt ordförråd, något som behöver studeras vidare.

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    fulltext
  • 299.
    Kroon, Clara
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    "Tjejer är lågljudda": Elevers uppfattning av fördelningen av talutrymme och uttryckssätt ur ett genusperspektiv2020Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Då forskning visar på att pojkar tar en större del av klassrummets talutrymme än flickor, även då flickor har ett bättre resultat (Eliasson, Sørensen & Karlsson, 2016) syftar denna studie till att beskriva elevers uppfattning av könsmönster i muntlighet. Studien beskriver elevers uppfattning av fördelningen a v talutrymme i klassrummet ur ett genusperspektiv, identifierar vilka olikheter i sättet att uttrycka sig på baserat på könstillhörighet som eleverna upplever samt tar reda på varför dessa olikheter, enligt eleverna, existerar. Datan till studien samlades in via kvalitativa intervjuer med elever i årskurs 5 och 6. För att sammanställa datan och kunna göra jämförelser för att hitta likheter och skillnader i elevernas svar gjordes en mall med fyra kategorier där datan från intervjuerna kunde fyllas i för att sedan analyseras, en kategori i taget. Studien genomfördes med en fenomenologisk infallsvinkel vilket i denna studie innebär att det primära är att beskriva elevernas upplevelser av det undersökta. Med en fenomenologisk infallsvinkel eftersöks en gemensam kärna, likheter i elevernas beskrivningar, och dessa likheter återges i studiens resultat (Denscombe, 2018, s.187–199). Av studiens resultat framkom att eleverna i samtal om fördelningen av klassrummets talutrymme ur ett brett perspektiv upplever att det är jämnt fördelat, att läraren fördelar ordet jämnt och att elever som önskat tar ordet har en jämn fördelning. I samtal om mer specifika situationer framkom det dock att eleverna anser att det är pojkar som oönskat tar ordet, pratar rakt ut, uttalar oönskade kommentarer och svarar på flest frågor och att flickor är tillbakadragna och bara svarar på de frågor som de säkert kan svaret på. Eleverna anser att pojkar och flickor har olika språkliga former, sätt att prata på, och olikt språkligt innehåll, vad de pratar om. Varför olikheter i muntlighet mellan de två grupperna existerar finner enligt eleverna sin kärna i att pojkar vågar och att flickor är osäkra. Pojkarna och flickorna som medverkade i studien var i stor utsträckning eniga i sina svar.

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    fulltext
  • 300.
    Källkvist, Marie
    Lund University.
    Bilingualism in the university classroom and student engagement in deep learning approaches2013Ingår i: Language Acquisition and Use in Multilingual Contexts: theory and practice / [ed] Anna Flyman Mattsson, Catrin Norrby, Lund: Lund University , 2013, s. 80-106Kapitel i bok, del av antologi (Övrigt vetenskapligt)
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