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  • 1.
    Abelin, Åsa
    Göteborgs universitet, Avdelningen för lingvistik, logik och vetenskapsteori.
    The perceptual weight of word stress, quantity and tonal word accent in Swedish2018In: Phonology in Protolanguage and Interlanguage / [ed] Babatsouli, Elena & Ingram, David, Sheffield: Equinox Publishing, 2018, p. 316-341Chapter in book (Other academic)
    Abstract [en]

    Wherever migration or travelling takes place, people need to learn new languages. This learning entails a variety of interlanguages. Irrespective of whether you are a learner or a teacher of a language, you need to decide how to allocate time and effort for learning and teaching into developing different sub-skills of the language. Four skills are considered in second language teaching and learning; listening, reading, speaking and writing. Proficiency in speaking requires sub-competences, such as pragmatic competence, fluency or making a clear pronunciation. Even having each of these sub-competences for speaking require having sub-skills. For example, to have a "good" pronunciation, one needs to well realise segmental features: phonemes, phonotactics, assimilations, and prosodic features: rhythm and intonation. Most of the time, young children learning their first language (L1) as well as additional languages (L2's) acquire these pronunciation skills without formal training and often reach a native-like speech also in additional languages. By contrast, adult learners of an additional language seldom reach nativelikeness in their pronunciation of the language. However, ideally, they still can achieve a fluent, intelligible and well-received pronunciation of the language. The present paper is concerned with the pronunciation of Swedish as an additional language, in particular, three phonemic prosodic contrasts, namely stress contrast, quantity contrast and tonal word accent contrast. We attempt to find out, among these three prosodic contrasts, which is more crucial than the others for making one's speech intelligible. That is, if the second language learner cannot acquire all of them perfectly, which of them should be given more priority in learning and teaching Swedish pronunciation? We also want to study whether or not a pronunciation lacking one or two of these contrasts can still be well understood.

  • 2.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att vara ett global medborgare: skapandet av språkliga identiteter i och utanför skolan2014In: Att förstå ungdomars identitetsskapande: en inspirations- och metodbok / [ed] Sorbring, Emma, Andersson, Åsa & Molin, Martin, Stockholm: Liber, 2014, 1, p. 276-305Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet beskrivs språk som en kontext, och fokus är på identitetsskapande som kan kopplas till inlärning av främmande språk och språkanvändning.

  • 3.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Challenges in bridging between cultures of English experience2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 289-313Chapter in book (Other academic)
  • 4.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motivational activities and identity work2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 133-160Chapter in book (Other academic)
  • 5.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Understanding language learners' motivation2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 43-61Chapter in book (Other academic)
  • 6.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    What Motivates Students?2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 63-85Chapter in book (Other academic)
  • 7.
    Henry, Alastair
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Young people and English: A changing landscape with changing challenges2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 23-41Chapter in book (Other academic)
  • 8.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sundqvist, Pia
    Karlstads universitet, Institutionen för språk, litteratur och interkultur.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Critical Perspectives2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 315-320Chapter in book (Other academic)
  • 9.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sundqvist, Pia
    Institutionen för språk, litteratur och interkultur, Karlstads universitet.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motivational Practice: Insights from the Classroom2018Book (Other academic)
  • 10.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motivation and funds of knowledge2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 161-186Chapter in book (Other academic)
  • 11.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Motivation and the importance of teacher–student relationships2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 105-130Chapter in book (Other academic)
  • 12.
    Henry, Alastair
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Teachers' self-disclosures and influences on students' motivation: A relational perspective2018In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522Article in journal (Refereed)
    Abstract [en]

    While teacher–student relationships are of central importance for students' motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the 'relationality' of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographic data that includes observations of English lessons (N = 258) in Swedish secondary schools, a relational conceptualization of the motivational influences of teacher identity-work is offered. Since language teachers are sensitive to the psychology of learning–teaching processes, relationally-grounded perspectives on motivation can be of particular importance in shaping classroom practices.

  • 13.
    Jansson, Håkan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Från "tandborstord" till "memilord": – om nyord och deras belägg2016In: Nordiske Studier i Leksikografi 13: Rapport fra 13. Konference om Leksikografi i Norden. København 19.-22. maj 2015 / [ed] Asgerd Gudiksen, Henrik Hovmark, København: Nordisk Forening for Leksikografi , 2016, p. 359-369Conference paper (Refereed)
    Abstract [en]

    This presentation describes an inquiry into recent neologisms in Swedish as presented by Språkrådet (‘Language Council of Sweden’) and Språktidningen (‘the Language magazine’). Lists of neologisms from 2004 to 2014 has been excerpted and studied together with corresponding language examples. The study shows that the share of in corpora un-attested or only meta use attested neologisms has risen to around one fourth of the total in recent years.

  • 14.
    Jansson, Håkan
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lindström, Therese
    Volodina, Elena
    Lärka: ett verktyg för träning av språkterminologi och grammatik2016In: LexicoNordica, ISSN 0805-2735, E-ISSN 1891-2206, Vol. 23, p. 161-181Article in journal (Refereed)
  • 15.
    Jeong, Hyeseung
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Phenomenology2019In: Research design for language studies / [ed] Juliana Othman, Maskanah Mohammad Lotfie, Kuala Lumpur: Cultural Centre, University of Malaya, 2019, p. 9-30Chapter in book (Refereed)
    Abstract [en]

    Phenomenology is not as common in language studies as other qualitative methodologies, such as ethnography. It however has potential to be a suitable way of exploring individuals' language-related experiences from the first-person perspective. The chapter presents how to do phenomenological research in second language studies, suggest criteria for assessing phenomenological studies, and discuss compatibility with quantitative methods.

  • 16.
    Jeong, Hyeseung
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Promoting World Englishes and English as a lingua franca to prepare pre-service teachers for challenges in Sweden: Seminarium 3 – Språk, samtal och pedagogik2019Conference paper (Other academic)
  • 17.
    Jeong, Hyeseung
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorén, Bosse
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Evaluating the lingua franca core and functional load principle based on Swedish listeners' perception on L2 speakers’ English phoneme realisation2019In: Abstract Booklet: International Symposium on the Acquisition of Second Language Speech / [ed] Phonetic Society of Japan, 2019, article id 12A1Conference paper (Other academic)
    Abstract [en]

    In teaching and assessing pronunciation of English as an international lingua franca (ELF), intelligibility is more relevant than nativelikeness (Jenkins, 2015). As guidelines for intelligible ELF pronunciation, the Lingua Franca Core (LFC) syllabus (Jenkins, 2002) and relative functional load (FL) of phonemic contrasts (e.g., Catford, 1987) have been used (e.g., Jeong et al., 2018; Rahimi & Ruzrokh, 2016; Sewell, 2017).The paper examines phonemic details in the LFC and relative FL, based on the intelligibility of second language speakers’ phoneme realisation for Swedish university students. Using the perception of a group of Swedish youths for the study can be rationalised that they are known to have very high proficient English skills as a second language (Norrby, 2015). Speech data with IPA transcriptions were from the Speech Accent Archive (http://accent.gmu.edu/index.php), comprising nine speakers’ readings of the same text, whose first languages were Arabic, French, German, Japanese, Russian, Somali, Thai, Turkish and Urdu respectively. Each of seventy-five Swedish students taking university courses chose and transcribed one of the nine speakers in English orthography. Through comparing errors in the listeners’ transcriptions, their accounts, and the speakers’ segmental features deviating from either American or British English phoneme inventory, we firstly analysed whether, and to what extent such deviation affected intelligibility. From this analysis, some details of the LFC and relative FL were questioned. For example, while the LFC denotes that all consonants besides interdental fricatives need to be realised as in Standard American/British English, replacing some consonants with others, like plural marking /z/ with /s/ or alveolar /ɹ/ with uvular / ʁ/, did not compromise intelligibility. Likewise, while the ɔ/oʊ contrast is known to have high FL, replacing one with the other did not cause misunderstanding (e.g. realising ‘only’ as [ɔnli]). The findings suggest further scrutinising and developing the LFC and relative FL.

  • 18.
    Jeong, Hyeseung
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorén, Bosse
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Intelligibility of the alveolar [s] replacing theinitial interdental /θ/ in English words2018In: Proceedings of the Fonetik 2018: The XXXth Swedish Phonetics Conference / [ed] Åsa Abelin & Yasuko Nagano-Madsen, Göteborg: Göteborgs universitet, 2018, p. 39-42Conference paper (Other academic)
    Abstract [en]

    The study examines the intelligibility of a German speaker's replacement of the initial interdental /θ/ with the alveolar fricative [s] in words that occurred in her reading of a short English text. Twenty nine students in university English courses in Sweden listened to, and transcribed the whole reading, where substituting theinitial /θ/ of a word with [s]appeared four times. The result shows that the phoneme substitution by the German speaker did not cause misunderstanding in three instances, but it considerably misled the listeners' understanding of a phrase in one occasion. We discuss this finding in relation to the functional load of the initial θ/scontrast (Catford, 1987), and Jenkins' (2002, 2015) Lingua Franca Core syllabus.

  • 19.
    Jeong, Hyeseung
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorén, Bosse
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Othman, Juliana
    University of Malaya, Department of Language and Literacy Education, Kuala Lumpur, Malaysia.
    Effect of altering three phonetic features on intelligibility of English as a lingua franca: a Malaysian speaker and Swedish listeners2018In: Asian Englishes, ISSN 1348-8678, E-ISSN 2331-2548Article in journal (Refereed)
    Abstract [en]

    Our previous study examined the mutual intelligibility of Malaysian English to Swedish listeners and Swedish English to Malaysian listeners. The results showed that Swedish listeners did not understand the Malaysian speaker well. In the present study, the Malaysian speaker was trained to alter her realization of the word stress, consonant clusters and long vowels in a way that previous research has found intelligible for both native and non-native English speakers. The audible and measurable alteration significantly increased the intelligibility of the speaker for Swedish listeners. This indicates that the three phonetic features are important for intelligibility in international contexts and suggests including the word stress in the Lingua Franca Phonetic Core. Moreover, we discuss that Malaysian English being a dialect and Swedish English being a similect may be relevant to their mutual intelligibility and relate the discussion to teaching English pronunciation in countries where English has been localized.

  • 20.
    Jeong, Hyeseung
    et al.
    Department of Language and Literacy Education at the Faculty of Education, University of Malaya.
    Thorén, Bosse
    Dalarna University, Sweden.
    Othman, Juliana
    Department of Language and Literacy Education at the Faculty of Education, University of Malaya.
    Mutual intelligibility of Malay- and Swedish-accented English: An experimental study2017In: Indonesian Journal of Applied Linguistics, ISSN 2301-9468, Vol. 7, no 1, p. 43-53Article in journal (Refereed)
    Abstract [en]

    In using English as an international language (EIL), one important issue is mutual intelligibility among EIL speakers from different language backgrounds. The present study investigates the cross-linguistic intelligibility of Malay-accented English and Swedish-accented English, regarding the three phonetic features – word stress pattern, consonant clusters, and long vowel in particular. We prepared 15 English statements that are evidently true or false if understood, and examined to what extent the three phonetic features are related to 30 Swedish and 38 Malaysian listeners’ understandings of the statements read by a speaker from the other language group. We compared the Malaysian and Swedish listeners’ answers given with understanding as well as processing time to respond. The listeners’ own accounts of their struggles in understanding the speakers’ pronunciations were also analyzed. Results show that Malaysian listeners easily understood Swedish-accented English, while Swedish listeners struggled to understand Malay-accented English. The difference between the two groups of listeners seems to be closely related to the degree of the realization of the three phonetic features by the speakers as well as to the degree of the use of these features as perceptual cues by the listeners. Based on the findings, we discuss potential phonetic core features of EIL for intelligibility and some pedagogical implications for teaching English pronunciation to the learners of the language.

  • 21.
    Larsson, Julia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Pettersson, Fredrik
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Shit vad crazy": Ungdomars syn på kodväxling2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen behandlar de svar som gavs av de ungdomar som deltagit i studien angående kodväxling, en form av språkblandning. En förutsättning för att den här typen av språkblandning kan ske är att talaren erhåller en tvåspråkighet där det ena språket är mer dominant än det andra. Det språket som är dominant är i den här undersökningen är svenska och det så kallade gästspråket som kodväxlingen sker på är engelska. Kodväxlingen skiljer sig dock från låneord och importord då kodväxlingsord ännu inte blivit accepterade som låneord och importord i det svenska ordförrådet.

    Kodväxling har implementerats i det svenska språkbruket i flera decennier genom flera språk, framförallt franska och tyska under dessa länders storhetstider (Birch-Jensen 2011:146). Under senare delen av 1900-talet har dock kodväxling främst kommit att ske på engelska. Detta beror på att engelsktalande länder, som USA och England, varit i framkant på de marknader som idag är världsledande. Det mest betydande, för den här typen av språkförändring, är den tekniska utvecklingen och utvecklingen av de sociala medier som ofta förekommer på engelska (Birch-Jensen 2011:9). Kodväxlingen på engelska växte, och växer fortfarande, fram i stor del på de sociala medierna där den här typen av språkbruk används för att underlätta konversationer. Detta språkbruk används dock inte endast på sociala medier och internet utan har även kommit att implementerats i det talade språket och blivit en allt större del av vardagen menar de ungdomar som deltagit i studien.

    Den tidigare forskning som skett kring ämnet är begränsad, men Appel och Muyskens sociolingvistiska teori kring varför kodväxling förekommer är en teori som är anpassningsbar gällande ämnet. Likt den sociolingvistiska teorin påvisar den här studien på flera användningsområden för kodväxling, men det nämns av de deltagande ungdomarna ytterligare användningsområden än de Appel och Muysken redovisat. Resultatet av den här studien hävdar, i enlighet med den sociolingvistiska teorin, att den här formen av språkblandning sker med engelska ord och fraser i samband med svenskt språkbruk för att förstärka, förtydliga och för att inge en annan känsla än vad det svenska ordförrådet är kapabelt till enligt de deltagande ungdomarna (Appel & Muysken 2005:117).

    En form av exkludering kan även ske via kodväxling, men detta är dock inget som ungdomarna anser vara ett primärt användningsområde för kodväxling. Den här formen av exkludering kan ske då ungdomarna menar att de inte tillämpar kodväxling med äldre personer, då de anser att kodväxling är begränsat till en viss generation då kunskap om kodväxling och det engelska språket ofta saknas hos en äldre åldersgrupp. Appel och Muysken teori påvisar dock motsatsen att kodväxling inte är åldersbegränsat, vilket medför att ungdomarnas påstående angående detta kan ifrågasättas (Appel & Muysken 2005:119). Om kodväxling idag är åldersbegränsat, vilket ungdomarna menar, kan det dock ha skett en förändring genom de sociala mediernas stora utveckling de senaste åren. Eftersom ungdomar främst är den åldersgrupp som använder dessa sociala medier är det möjligt att de även har blivit de som brukar den typen av språkligt fenomen som ofta förekommer på dessa medier. Detta kan ha medfört att ungdomarna infört den här typen av språkbruk mer i det talade språket.

    Språkliga förändringar har påverkan på samhället och dess inrättningar. Skolan är en av de inrättningar som ständigt måste adaptera sig efter förändringar, men anpassningen efter dessa förändringar är ofta svårgenomförlig. Undervisningen i ämnet svenska präglas idag främst av det språkbruk som kallas rikssvenska, vilket många elever inte kan identifiera sig med. Om undervisningen skulle anpassas mer efter erfarenhetspedagogiken och tillåta eleverna att använda sitt egna språk, däribland kodväxling, skulle detta troligen öka elevernas förståelse och motivation till ämnet (Nilsson 2005:68).

    Kodväxling har idag enligt resultatet av den här studien blivit ett normaliserat fenomen. Detta främst beroende på att det har blivit en avgörande del av det språkbruk som tillämpas av de deltagande ungdomarna. Om detta språkbruk kommer att fortsätta att tillämpas av ungdomarna även i vuxen ålder kan inte avgöras, men då ungdomarna påstår att de tillämpar kodväxling då det svenska ordförrådet inte räcker till är det möjligt att kodväxling fortsättningsvis kommer utgöra en stor del av det svenska språkbruket för ungdomarna även i framtiden. Om en utökning av det svenska ordförrådet inte sker kommer ett alternativt språkbruk, eventuellt kodväxling, vara nödvändigt för den kommunikation som ungdomarna vill föra.

  • 22.
    Mehrstam, Christian
    Göteborgs universitet. Humanistiska fakulteten.
    Textteori för läsforskare2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The dissertation examines a prevalent problem in reception studies: how can we actually observe and describe the text (defined as an element that enables and restricts reading experiences) as either given and transcendent to any reading practice or as uniquely produced in each reading? The author tries to find a solution by aid of Wittgenstein's philosophy of language, Kenneth Burke's socio-rhetorics and Niklas Luhmann's systems theory. These perspectives are discussed in turn and tested in readings of a few pages on Mayakovsky and futurism taken from a textbook. The reading practices are constructed from national upper secondary school curricula. Wittgensteinian life-forms, language games, rules, family resemblances and aspects are found to be sufficient to outline the principles but not the details of a functional text theory. Burkean form, identity and dramatism provide a lot of detail, but cannot answer important questions about artifacts and self-observation. These answers can be provided by use of Luhmann's autopoiesis, form, structural couplings, persons and self-reference, but at the cost of great abstraction and loss of analytical clarity. The last chapter presents the conditions that need to be filled by any text theory with the ability to solve the problem. Most importantly, text, reader and reading practice must be considered as immergent, meaning that they are properly visible only from inside practices, which are always communal. In order to observe any text, the scholar must learn to immerse himself in the specific reading practice by way of its outward tokens (written rules, verbal accounts etc). The aspect seeing needed to perceive the text and describe its potential effects on reading experiences can only be acquired in the identity of a member of the specific reading community

  • 23.
    Nordlund, Felicia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Könsneutrala pronomen i svenskan: En enkätstudie av självrapporterad användning och attityd2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Denna uppsats belyser skillnader och likheter mellan olika åldrar i attityd till och användning av könsneutrala pronomen. De pronomen som undersöks är hen, en istället för man, den, och man. Utöver dessa pronomen presenteras begreppen jämställdhet, attityd och språkförändring. Syfte: Syftet med uppsatsen är att undersöka attityder till könsneutralt språkbruk, och hur människor rapporterar att de använder det. Fokus är inriktat på könsneutrala pronomen och att undersöka om användning och attityd skiljer sig mellan yngre och äldre människor i Sverige. Anledningen till detta är att jag vill undersöka om det finns tendenser till en möjlig språkförändring. Metod: Metoden för att genomföra denna undersökning var en webbaserad enkätundersökning som distribuerades via Facebook. För att sammanställa ett resultat och för att kunna jämföra skillnader mellan olika åldrar delades deltagarna upp i två åldersgrupper: Under 30 och 31 och uppåt. Resultat: Den yngre åldersgruppen visade sig använda könsneutrala pronomen i större utsträckning än den äldre åldersgruppen. Den äldre åldersgruppen rapporterade att fler hade en positiv attityd till nämnda pronomen (hen, en, den och man). Detta gör att resultatet kan ses som motsägelsefullt. Gällande hen rapporterar åldersgrupperna olika attityd till och användning av pronomenet. Hen används av ungefär hälften av deltagarna, medan resterande inte använder det eller är osäkra på sin användning. En (istället för man) var det pronomen som deltagarna rapporterade att de använde minst jämfört med andra pronomen i uppsatsen, något som kan tolkas till att det inte är fullt lika accepterat som andra könsneutrala pronomen. Enligt deltagarnas kommentarer anser vissa att den som könsneutralt pronomen är objektifierande, men trots det vill deltagarna i stor utsträckning använda den. Man har länge använts som könsneutralt pronomen i det svenska språket, och många av studiens deltagare rapporterar att de använder det, samtidigt som andra deltagare påpekar att det inte är könsneutralt, och vill använda en istället.

  • 24.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Skrivpraktiker, språkbruk och kommunikativa strategier i och utanför skolan2011In: Språk för framtiden - Language for the Future: Rapport från ASLA:s höstsymposium Falun, 12-13 november 2010 / [ed] Ylikiiskilä, Antti & Westman, Maria, Uppsala: ASLA Svenska föreningen för tillämpad språkvetenskap , 2011, Vol. 23, p. 29-43Conference paper (Refereed)
    Abstract [sv]

    Vi blir fler och allt yngre som deltar i den kommunikativa arenan på Internet. Här produceras dagligen innehåll online i form av statusuppdateringar, inlägg i diskussioner, bilder, foton och videos. Det handlar om aktiviteter i multimodala miljöer som involverar kommunikation, visualisering och aktivt deltagande. Eleverna kommunicerar på ett samtalsliknade skriftspråk i ny media, som oftast inte följer de krav på språkriktighet som skolan ställer, utan handlar mer om autentiskt skrivande med talspråksnära inslag och andra skrivstrategier präglat av de förutsättningar mediet ställer. Elevernas skriftspråkliga erfarenheter på fritiden tycker många har inverkan på skolarbetet, medan andra menar att dessa skrivfenomen har funnits tidigare i skoluppsatser och att eleverna utvecklas mer språkligt än de vuxna gör. I denna artikel går jag närmare in på denna debatt och knyter dagens skrivpraktiker och de kommunikativa och publiceringsförutsättningar nya medier erbjuder till resultat från tidigare analyser av elevers texter och språkbruk i skolan och ny media och jag diskuterar även betydelsen av autentiskt författarskap för elevens reflekterande och språkutvecklande arbete i skolan.

  • 25.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The MoTiSSE project2019In: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, p. 89-103Chapter in book (Other academic)
  • 26.
    Thorén, Bosse
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jeong, Hyeseung
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Acoustic Results of Pronunciation Training2018In: Proceedings of the Fonetik 2018: The XXXth Swedish Phonetics Conference / [ed] Åsa Abelin & Yasuko Nagano-Madsen, Göteborg: Göteborgs universitet, 2018, p. 67-72Conference paper (Other academic)
    Abstract [en]

    The study examaines changes in a native Malaysian’s pronunciation of word stress, vowel length and consonant clusters before and after she was tranined. Jeong & Thorén (under review) showed that this training made the speaker’s pronunciation more intelligible to native Swedish listeners. We look at the changes on an acoustic level by measuring vowel duration, word duration, f0 patterns and realization of consonant clusters. The result shows that, after training, her pronunciation improved in all the three aspects. The improvement was audible as well as measurable with acoustical changes in absolute and relative vowel duration and realization of consonant clusters. Word stress patterns were also improved but with less clear-cut acoustic correlates.

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