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  • 1.
    Abelin, Åsa
    et al.
    Göteborgs universitet, Avdelningen för lingvistik, logik och vetenskapsteori.
    Thorén, Bosse
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The perceptual weight of word stress, quantity and tonal word accent in Swedish2018Inngår i: Phonology in Protolanguage and Interlanguage / [ed] Babatsouli, Elena & Ingram, David, Sheffield: Equinox Publishing, 2018, s. 316-341Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.
    Almér, Elin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Ungdomars språkbruk och identitet2020Inngår i: Ungdomar och identitet / [ed] Frisén, Ann & Hwang, Philip, Stockholm: Natur och kultur, 2020, Andra utgåvan, s. 197-217Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 3.
    Altinisik, Mathias
    Högskolan Väst, Institutionen för individ och samhälle.
    Grammatical Difficulties in English in Swedish L1 Learners’ Texts: A study on common errors in a Swedish secondary school class2023Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This paper investigates the grammatical phenomena that create difficulties in the second language learning of English for Swedish L1 students. By analyzing written English texts produced by Swedish as L1 students, an attempt is made to identify which grammatical errors are the most commonly occurring when Swedish students produce English texts. An attempt is also made to provide explanations for why these grammatical errors occur. The purpose of this study is to get an understanding of which errors are frequent in an L2 classroom and what causes the grammatical errors by taking into account the students’ bilingual context and second language development. To answer the research questions, both qualitative and quantitative research methods are used. The material consists of 20 authentic texts produced by 9th grade students from a Swedish elementary school. The outcome shows that most of the grammatical errors produced by the students arise due to negative transfer (interference) from the students’ L1, Swedish. The analysis of the grammatical errors was carried out using a contrastive analysis where the grammatical structures of Swedish and English were compared. The errors that the contrastive analysis could not explain, were explained using the following concepts: overgeneralization, processability theory, and communication strategies.

  • 4.
    Antonsson, Ann-Helen
    et al.
    Högskolan Väst, Institutionen för individ och samhälle.
    Dumani, Gentiana
    Högskolan Väst, Institutionen för individ och samhälle.
    Socialstyrelsens och Skolverkets myndighetsspråk2022Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Myndighetsspråk kan vara både komplext och svårbegripligt, vilket kan medföra att kommunikationen mellan myndighet och medborgare försämras (Forsberg 2012, s. 12). Inom varje myndighet finns det en yrkesjargong samtidigt som det finns riktlinjer och lagkrav att förhålla sig till. Detta betyder att varje myndighet använder ord och begrepp utifrån sin speciella yrkesjargong vilket kan leda till missförstånd mellan myndigheterna. Med den utgångspunkten har vi valt att studera myndigheters språkbruk och diskurser ur ett hälsoperspektiv för att få en förståelse för språkbruket i maktens korridorer. De myndigheter som vi har analyserat är Socialstyrelsen och Skolverkets webbsidor som handlar om psykisk ohälsa.

    Syfte: Socialstyrelsen och Skolverket är två myndigheter som deltar i samhällets konstruktion genom sin språkanvändning. Det är denna språkanvändning som en social handling (se vidare Svensson, 2019, s. 25) vi är intresserade av att studera.

    Metod:Ur ett diskursanalytiskt perspektiv både som metod men även som analysverktyg har vi valt att utgå ifrån Ernesto Laclau och Chantal Mouffes diskursteori (Winther Jørgensen och Phillips,2000, s. 32–37). Vi har även valt att använda oss av LIX som är ett analysverktyg för att mäta läsbarhetsindex på våra utvalda texter.

    Resultat: Studiens resultat visar att Socialstyrelsens text tillhör den medicinska diskursen och Skolverketstext tillhör utbildningsdiskursen. Det som framkom vid analys av texterna var att Socialstyrelsens text använder sig av ord som behandling, sjukdom och diagnostisering när de skriver om psykisk ohälsa. Skolverkets text använder sig av ord och begrepp som stödjande, hälsofrämjande och förebyggande för att motverka psykisk ohälsa. Det innebär att myndigheterna skriver om psykisk ohälsa ur olika perspektiv. Utifrån Läsbarhetsindex LIX visar resultatet på att båda myndighetstexterna är medelsvåra att läsa

  • 5.
    Berlin, Fanny
    Högskolan Väst, Institutionen för individ och samhälle.
    How words change meaning: A Comparative Corpus Analysis of the word Queer between 1990-1994 and 2015-20192022Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This research paper analyses how the meaning and usage of the word queer has changed between 1990-2019. The aim has been to determine the primary meaning of queer in contemporary texts, comparing it with the primary definition suggested by four widely used online dictionaries. This essay has analyzed and compared the usage of queer over two different timespans provided by The Corpus of Contemporary American English (COCA), from 1990-1994 to the most recent, 2015-2019. The dictionaries chosen for the study were: The Oxford English Dictionary, Cambridge Dictionary, Merriam-Webster and Dictionary.com. The findings from the corpus analysis were compared to the primary suggestions in the online dictionaries. The results showed that the primary definition of queer suggested in three out of the four dictionaries do not correlate with the definition most frequently used in contemporary texts.

  • 6.
    Dagård, Ulrika
    Högskolan Väst, Institutionen för individ och samhälle.
    A Comparative, Pragmatics and Discourse Analysis of Three Conservative British Prime Ministers’ Inauguration Speeches2023Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    In the discourse of political speeches, inauguration speeches are an opportunity for often newly appointed politicians in head positions to address citizens and persuade them about their policies and ideas and how they intend to govern further. This research essay analyses and compares the inauguration speeches of three conservative British prime ministers, Boris Johnson, Liz Truss and Rishi Sunak. This is carried out using Bash’s and Harnish’s classification of communicative (persuasive) speech acts at the micro level, and, by using a discourse analytical approach at the macro level. It also investigates the prime ministers’ persuasive messages about their opinions on Brexit and how to lead Britain forward in the wake of Brexit. The results demonstrate that the British prime ministers try to persuade the public both explicitly and implicitly by using mostly constative and commissive speech acts, both of which contribute to the exaggeration of their persuasive messages about their opinions on Brexit (Johnson and Sunak) and how to lead Britain forward in the wake of Brexit. The persuasive speech acts are not used desultorily and have distinct persuasive motives. The analysis of the persuasive speech acts at the micro level establishes a solid base for the comparative discourse analysis at the macro level in which Boris Johnson, in particular, attempts to persuade the public about the benefits of Brexit. Regarding leading Britain forward in the wake of Brexit, both Johnson, Truss and Sunak portray themselves as the right person in charge for Britain’s further development by pointing out various societal areas they want to improve and how they plan to boost the UK’s economy. Johnson and Truss express a vision to transform the UK into a global actor by implementing tax cuts, attracting investment, paving the way for high-skilled jobs, conspicuous research, and more, while Sunak predominantly focuses on financial stability. Taking into account that Brexit has reignited separatist forces in the UK, each prime minister attempts to persuade the public that they aspire to unite the country and include all parts of Britain in their plans for future improvements.

  • 7.
    Edvinsson, Stella
    et al.
    Högskolan Väst, Institutionen för individ och samhälle.
    Persson, Lina
    Högskolan Väst, Institutionen för individ och samhälle.
    The “Return” of Grammar: A Comparison of the Grammar Teaching in Three Swedish EFL Textbooks2023Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Grammatical knowledge is often considered essential for communication. Despite this, the teaching of grammar was, for many years, not explicitly mentioned in the Swedish syllabus for English. However, when the curriculum was revised in 2021, grammar was explicitly named in the subject’s core contents. In the light of this recent change, this study aimed to investigate what grammar isincluded in Swedish EFL textbooks and the types of approaches used to teach it. To do so, we performed a content analysis of three textbooks commonly used in the Swedish upper secondary school course English 5. The analysis consisted of two parts. The first part of the study examined what grammar is included in the textbooks. For this analysis, a list of grammatical features basedon the CEFR-levels B.1 and B.2 was used as a framework to identify grammatical content in the textbooks. The second part of the study focused on the approaches to grammar teaching reflected in the textbooks. For this analysis, the concepts of ‘Focus on Form’ and ‘Focus on Forms’ wereused to categorise the approaches to grammar teaching identified in the textbooks.The results show that there is great variation in how the textbooks approach the teaching of grammar. For example, the learning materials varied in how much grammar was taught, what grammatical functions were included, as well as how these were distributed. Similarly, the overall approaches to grammar teaching differed. One textbook reflected a Focus on Form, while another displayed a Focus on Forms. The last textbook reflected a mixed approach, i.e. a combination of both a Focus on Form and Focus on Forms. Based on these results, the grammar teaching in Swedish EFL classrooms can differ greatly depending on what textbook is used. Consequently, if textbooks are to be used as a means of teaching grammar in the EFL classroom, teachers need tobe aware of how – and to what extent – textbooks differ from one another in order to effectively plan their teaching.

  • 8.
    El-Habel, Eyad
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The Use of Speech Acts in Donald Trump Tweets2020Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study explores the use of speech acts in Computer Mediated Communication (CMC), particularly on Social Networks Sites (SNS). The present study expands on previous studies by Dauterman, Schrock and Carr (2012), and examines speech acts by President Donald Trump on Twitter. The study explored a period of four months of Trump's tweets, two months before the election and two months after him becoming a president. In the first period from the 8th of September, 2016 till the 8th of January 2017, president Trump created 709 tweets including 1253 speech acts components. Content analysis of such data shows that his tweets were most frequently constructed with assertive speech acts, followed by expressive ones. In the second period from the 20th of January till th 20th of March 2017, president Trump created 283 tweets containing 348 speech acts components. In the second duration the expressive speech acts type was the most dominant one followed by the assertive type. The total results of the two durations showed the production of 992 tweets that contained 1601 components of speech acts. In addition, the most frequently used speech act type was assertive followed by expressive. The usage of these types of speech acts might reflect the need of Donald Trump as presidential nominee to act seriously in the studied periods.

  • 9.
    Engdahl, Elisabet
    et al.
    Department of Swedish, University of Gothenburg, Box 200, 405 30 Gothenburg (SWE).
    Lindahl, Filippa
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Department of Swedish, University of Gothenburg, Box 200, 405 30 Gothenburg (SWE).
    Extraction and Pronoun Preposing in Scandinavian2022Inngår i: Languages, E-ISSN 2226-471X, Vol. 7, nr 2, s. 1-22Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It has been noted that examples with extractions out of relative clauses that have been attested in Danish, Norwegian and Swedish are judged to be unacceptable in Icelandic and Faroese. We hypothesize that this may reflect whether or not speakers tend to prepose unstressed object pronouns as a way of establishing a coherent discourse. In this article we investigate to what extent pronoun preposing is used in Swedish, Icelandic and Faroese and whether there is any correlation with the acceptabilty of extractions from relative clauses. We show that Icelandic speakers use pronoun preposing to a very limited extent whereas Faroese speakers often prepose the VP or sentential anaphor tao. In both languages extraction from relative clauses is mainly judged to be unacceptable, with Faroese speakers being somewhat more accepting of extraction from presentational relatives. A crucial factor seems to be whether preposing is associated with a marked, contrastive interpretation or not.

    Fulltekst (pdf)
    fulltext
  • 10.
    Forsberg, Julia
    et al.
    Jönköping University, Department of Languages and Communication, Jönköping, Sweden; University of Gothenburg, Department of Philosophy, Linguistics and Theory of Science, Gothenburg, Sweden; Stockholm University, Department of Swedish and Multilingualism, Stockholm, Sweden.
    Ribbås, Maria Therese
    Stockholm University, Department of Swedish Language and Multilingualism, Stockholm, Sweden.
    Gross, Johan
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Philosophy, Linguistics and Theory of Science, Gothenburg, Sweden.
    Self-assessment and standard language ideologies: bilingual adolescents in Sweden reflect on their language proficiencies2020Inngår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 42, nr 2, s. 137-151Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Standard language cultures are characterised by beliefs in idealised standard forms of the language in question. In this paper, these beliefs are connected to the concepts of referee design and speech community, through analysis of how Swedish adolescents reflect upon and self-assess their language proficiencies. The data consist of interviews where 111 participants self-assess their Swedish, English and additional home languages. During the self-assessment, participants use different points of reference when reflecting on the different languages in their repertoires. Four main categories of answers are found, all relating to an absent referee in some manner: the participants' evaluations of other people's language proficiency compared to their own; their proficiency in other languages; their evaluation of their proficiency in relation to formal grading and feedback given in school; and their own experiences of their limitations and abilities in different situations. When assessing Swedish, participants display attitudes towards 'good' and 'bad' language and contextualise their proficiency in a way that focuses on standard language ideologies and their speech community. The same pattern does not occur when participants reflect on their other languages, indicating the important role that the peer group and speech community have in creating and facilitating these ideologies.

  • 11.
    Frost, Peregrin
    Högskolan Väst, Institutionen för individ och samhälle.
    How Ramy Challenges Arab Stereotypes in American Media: A study of an Arab-American comedy drama2023Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The portrayal of Arabs and Muslims in American film and television has been a lopsided affair since the beginnings of Hollywood movie production. Over the course of film and TV production during the twentieth century, and later, Hollywood and TV production companies has used the Arab as a negative trope to negatively stereotype them, or to elevate the perception of American characters in contrast to the presentation of the baser character of the Arab. The English language has been the language of colonial power all over the world. No less so in the Middle East and North African regions. The stereotypes created in colonial times, has continued throughout the English language Hollywood film and American television production. 

    When Arab American comedian, Ramy Youssef, created an English language television show in the present USA, the previous century’s film and TV representation of Arabs is naturally something he has been exposed to. Ramy the TV-series is distributed to an American audience that chiefly speak the English language and have been raised on film and TV in America biased against the Arab. It necessitates Youssef to communicate criticism of the negative stereotypes in the English language. The aim of this study is to find out how Youssef’s TV show Ramy shows the attitudes of its characters and how it meets the preexisting negative stereotypic representation of Arabs. I used aspects of Jeffersonian transcription, a subdiscipline of Conversation Analysis, a part of Discourse Analysis, to study and analyze the flow and tone of the conversations in Ramy the TV-series as Jeffersonian transcription is a tool that can reveal attitudes in conversation. The results show that Ramy the TV-series uses a style of conversation, similar to everyday and unrehearsed conversations in the English language, and that intonation, cadence, and emphasis are used to reveal the attitudes of the characters. The results also show that Ramy the TV-series individualizes Arabs and problematizes the representation of an ethnic group by a single character.

    Fulltekst (pdf)
    fulltext
  • 12.
    Hasic, Amar
    Högskolan Väst, Institutionen för individ och samhälle.
    Sports Journalism: A linguistic analysis of British football journalist discourse appraising Real Madrid2023Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    During the coverage of UEFA Champions League 2021/2022 there were several accusations of negative coverage of non-English football teams, including Real Madrid, circulating on social media forums. Were these isolated incidents or is this a pattern among British publications? This study investigates the representations of one of those non-English football teams. Specifically, how three British newspapers with varying political leanings and types of journalism covered Real Madrid’s path to victory in the 2021/2022 UEFA Champions League tournament. These publications are The Guardian, The Telegraph and The Athletic. This study draws on the appraisal model as a linguistic tool to analyze the attitudinal language of the articles. The attitudinal language that is being expressed has the potential to position the readers to positively view Real Madrid’s pathway to victory and accept them as worthy winners, or reject them as unworthy winners, and rather allude to luck. The selected fourarticles belong to March 2022 to June 2022, during the knockout phase of UEFA Champions League 2021/2022. The findings indicate that the political orientations of The Guardian andThe Telegraph do not bear a relevance. Furthermore, all three publications mainly emphasize emotions, dramatization, and individual skills. The third publication, The Athletic, a sportsbased publication, differs from the traditional publications of The Guardian and The Telegraph, in the sense of the positive attitudinal language towards Real Madrid’s tactics in contrast to The Guardian and The Telegraph alluding to luck.

  • 13.
    Hedelius, Maria
    Högskolan Väst, Institutionen för individ och samhälle.
    Turn-taking and gender in primary school L2 English: a study of boys’ and girls’ conversational participation across years2023Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Turn-taking occurs when a speaker offers or allows a listener to speak but taking turns in class is not always smooth. The study was conducted at an independent primary school in Stockholm with school years one and three L2 language learners of English, and there were more boys than girls (thirty boys to fourteen girls) in the participating classrooms. The current study aimed to examine the organization of boys’ and girls’ turn-taking strategies conducted by the teacher and pupils during L2 classroom interaction. The data was taken directly during L2 lessons with a mobile audio recorder and is naturally occurring, meaning that no instructions were given to the teachers about which topics to teach, tasks to use or how the lesson should be planned. The author acted as an observer, without performing an intervention, to be able to obtain data on the behavioral patterns of the participants in regular classes. Regarding the ratio of turn-taking occurrences between gender, the findings revealed differences in girls’ and boys’ participation where the boys had a slightly higher rate of participation than the girls across school years. Regarding the different strategies used by girls and boys to become participants in L2 classroom conversations, the boys had more overlapping utterances with the teacher than the girls, due to the boys having more uninvited utterances. The boys participated more often by taking the floor and the girls by being given the floor. The school years had implications for the difference in girls’ and boys’ participation in the classroom where school year one had more overlapping utterances than school year three, which may be because they are new to the school system and are learning the norm to raise hand before talking. Previous research has indicated that gender composition in the individual class can affect participation patterns.

  • 14.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Att vara ett global medborgare: skapandet av språkliga identiteter i och utanför skolan2014Inngår i: Att förstå ungdomars identitetsskapande: en inspirations- och metodbok / [ed] Sorbring, Emma, Andersson, Åsa & Molin, Martin, Stockholm: Liber, 2014, 1, s. 276-305Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

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

  • 15.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Challenges in bridging between cultures of English experience2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 289-313Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 16.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivational activities and identity work2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 133-160Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 17.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Possible selves and personal goals: What can we learn from episodic future thinking?2020Inngår i: Eurasian Journal of Applied Linguistics, ISSN 2149-1135, Vol. 6, nr 3, s. 481-500Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

     Mental time travel lies at the frontier of research into motivational persistence in language learning (Dörnyei, 2020). This article introduces the theory of episodic future thinking (D’Argembeau, 2016, 2020), and examines the key components of autobiographical knowledge and personally important goals. With findings on the long-term goals and career aspirations of preservice English teachers as a departure point (Erten, 2014; Ölmez Çağlar, 2019), I outline the contributions that episodic future thinking can make to the psychology of second language learning and teaching. Positioning episodic future thinking in conceptual terrain at the intersection of vision-based theories of L2 motivation (Dörnyei, 2009), Self Determination Theory frameworks (Noels, 2009), and narrative, life-story approaches (Dörnyei & Ryan, 2015), I explain how it can inform the investigation of motivational persistence.

    Fulltekst (pdf)
    fulltext
  • 18.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Understanding language learners' motivation2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 43-61Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 19.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Vision and Goal Self-concordance2021Inngår i: The Routledge Handbook of the Psychology of Language Learning and Teaching / [ed] Gregersen, Tammy & Mercer, Sarah, Taylor & Francis, 2021, s. 231-244Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Goal self-concordance has been shown to have enduring influences on behavior. It predicts sustained effort and increased goal-attainment. Compared to goals that lack self-concordance, self-concordant goals generate greater satisfaction and increased well-being. One research strand where vision and goal self-concordance have been studied as integrated dimensions in behavior-steering processes is work on episodic future thinking. In any long-term activity, self-concordant vision generates momentum by channeling the person’s focus. In addition to survey-based research pointing to the importance of vision and visualization capacity in generating motivation for language learning, studies have also demonstrated the effects of visionary-based interventions in second language (L2) classrooms. A growing body of work now points to the value of mental imagery in L2 learning, adding to the list of domains in human life in which vision functions as a motivational resource–business management, psychotherapy, and theology, to name but a few. © 2022 Taylor and Francis.

  • 20.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    What Motivates Students?2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 63-85Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 21.
    Henry, Alastair
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Young people and English: A changing landscape with changing challenges2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 23-41Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 22.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Lund University, Centre for Languages and Literature, Box 201, SE-221 000, Lund (SWE).
    Liu, Meng
    Beijing Foreign Studies University, School of English and International Studies, No.2 North Xisanhuan Road, Beijing (CHN).
    Can L2 motivation be modelled as a self-system?: A critical assessment2023Inngår i: System (Linköping), ISSN 0346-251X, E-ISSN 1879-3282, Vol. 119, artikkel-id 103158Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Some two decades ago, Dörnyei (2005) proposed that motivation for L2 learning could be modelled as a self-system. Despite the profound influence of Dörnyei’s scholarship and impact of the L2 Motivational Self System (L2MSS) model, the fundamental premise that motivation for L2 learning can constitute a self-system has escaped critical scrutiny. Highlighting how the self-system constitutes a framework within which self-referential cognition is organized, and that self-appraisal occurs in relation to socially-derived standards (Bandura, 1978; Higgins, 1990), this article critically assesses the utility of a self-system conceptualization. This is accomplished by addressing five problem areas connected with the L2MSS and which relate to the model’s self-system conceptualization: the “fantasy problem” (nondifferentiation of desire and fantasy), the “ought-to L2 self problem” (unspecificity of relevant others and internalization processes), the “integrativeness problem” (difficulty of incorporating affiliation motives), the “learning experience problem” (failure to account for relational and biographical influences), and the “context problem” (inadequate modelling of learner–environment interactions). Critical engagement with these problem areas demonstrates how the self-system conceptualization embodied in the L2MSS is tightly circumscribed, and how a self-regulatory system framework can provide greater utility. 

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    fulltext
  • 23.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Persson, Åke
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Introduction: Engaging with Worki n Worlds of Change2021Inngår i: Engaging with Work in English Studies: An Issue-Based Approach / [ed] Henry, Alastair & Persson, ÅKe, Cham: Springer Publishing Company, 2021, s. 1-17Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    In a globalized world, English Studies is in need of transformation. Serving as an introduction to the anthology, this chapter makes the case for an issue-based approach to English Studies where engagement is sought with fields beyond traditional disciplinary boundaries. From the position that English Studies can be understood as a form of participatory action — where English Studies is brought into the world and the world is brought into English Studies — the chapter examines practices of work in contemporary society, and previews the volume’s contributions.

  • 24.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sundqvist, Pia
    Karlstads universitet, Institutionen för språk, litteratur och interkultur.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Critical Perspectives2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 315-320Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 25.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Sundqvist, Pia
    Institutionen för språk, litteratur och interkultur, Karlstads universitet.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivational Practice: Insights from the Classroom2018Bok (Annet vitenskapelig)
  • 26.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivation and funds of knowledge2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 161-186Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 27.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Motivation and the importance of teacher–student relationships2019Inngår i: Motivational practice: insights from the classroom / [ed] Henry, Alastair, Sundqvist, Pia & Thorsen, Cecilia, Lund: Studentlitteratur AB, 2019, First edition, s. 105-130Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 28.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Teachers' self-disclosures and influences on students' motivation: A relational perspective2021Inngår i: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 24, nr 1, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 29.
    Henry, Alastair
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorsen, Cecilia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    MacIntyre, Peter D.
    Cape Breton University, Sydney, (CAN).
    Willingness to communicate in a multilingual context: part two, person-context dynamics2021Inngår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, s. 1-17Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices vary between individuals and affect TL development. Willingness to communicate (WTC) needs to be investigated in ways that capture these variations. So far, WTC has not been studied in multilingual contexts, or using individual-level designs. This case study explores intraindividual variability in the WTC propensities of adult learners of Swedish for whom the TL and English provide viable communication options in community interaction. Carried out over a period where TL skills began to develop, the purpose was to explore the process characteristics of changes in communication-initiation propensities. A person-context dynamics perspective was employed, and analyses of time-serial data were combined with analyses of concurrently generated interview data. Results reveal how changes in WTC could be gradual and nongradual, continuous and discontinuous.

    Fulltekst (pdf)
    fulltext
  • 30.
    Jansson, Håkan
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Från "tandborstord" till "memilord": – om nyord och deras belägg2016Inngår i: 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, s. 359-369Konferansepaper (Fagfellevurdert)
    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.

  • 31.
    Jansson, Håkan
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Lindström, Therese
    Volodina, Elena
    Lärka: ett verktyg för träning av språkterminologi och grammatik2016Inngår i: LexicoNordica, ISSN 0805-2735, E-ISSN 1891-2206, Vol. 23, s. 161-181Artikkel i tidsskrift (Fagfellevurdert)
  • 32.
    Jeong, Hyeseung
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Global English in the Workplace:: Introducing the Concepts of  ‘Workplace English as a Lingua Franca’ (WELF), and ‘Successful WELF Users’2021Inngår i: Engaging with Work in English Studies: An Issue-based Approach / [ed] Alastair Henry & Åke Persson, Cham: Springer, 2021, s. 197-220Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Workplaces are becoming increasingly international. In many contemporary workplaces, English is used as a lingua franca (ELF). This chapter introduces the notion of WELF, Workplace English as a Lingua Franca, which is used as a means of conceptualizing English that is used in international workplace settings. The chapter focuses on the language skills and strategies that are deployed by successful WELF users. An important aim in conceptualizing WELF is to help English learners to find their own answers to the questions of why they need to learn English, and what it means to be a competent user of the language. A further aim is to reach out to English teachers working in contexts where students can be expected to work in globalized workplaces.

  • 33.
    Jeong, Hyeseung
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Phenomenology2019Inngår i: Research design for language studies / [ed] Juliana Othman, Maskanah Mohammad Lotfie, Kuala Lumpur: Cultural Centre, University of Malaya, 2019, s. 9-30Kapittel i bok, del av antologi (Fagfellevurdert)
    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.

  • 34.
    Jeong, Hyeseung
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Promoting World Englishes and English as a lingua franca to prepare pre-service teachers for challenges in Sweden: Seminarium 3 – Språk, samtal och pedagogik2019Konferansepaper (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 35.
    Jeong, Hyeseung
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Othman, Juliana
    University of Malaya, Kuala Lumpur, Malaysia (MYS).
    Thorén, Bosse
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Understanding Matters: Swedes’ Attitudes Towards Malaysian English2020Inngår i: Jurnal Pendidikan (Journal of Educational Research), ISSN 0126-5261, s. 115-128, artikkel-id Special IssueArtikkel i tidsskrift (Annet vitenskapelig)
  • 36.
    Jeong, Hyeseung
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorén, Bosse
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Evaluating the lingua franca core and functional load principle based on Swedish listeners' perception on L2 speakers’ English phoneme realisation2019Inngår i: Abstract Booklet: International Symposium on the Acquisition of Second Language Speech / [ed] Phonetic Society of Japan, 2019, artikkel-id 12A1Konferansepaper (Annet vitenskapelig)
    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.

  • 37.
    Jeong, Hyeseung
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorén, Bosse
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Intelligibility of the alveolar [s] replacing theinitial interdental /θ/ in English words2018Inngår i: Proceedings of the Fonetik 2018: The XXXth Swedish Phonetics Conference / [ed] Åsa Abelin & Yasuko Nagano-Madsen, Göteborg: Göteborgs universitet, 2018, s. 39-42Konferansepaper (Annet vitenskapelig)
    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.

  • 38.
    Jeong, Hyeseung
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Thorén, Bosse
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Othman, Juliana
    University of Malaya, Department of Language and Literacy Education, Kuala Lumpur, Malaysia (MYS).
    Effect of altering three phonetic features on intelligibility of English as a lingua franca: a Malaysian speaker and Swedish listeners2020Inngår i: Asian Englishes, ISSN 1348-8678, E-ISSN 2331-2548, nr 1, s. 2-19Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 39.
    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 study2017Inngår i: Indonesian Journal of Applied Linguistics, ISSN 2301-9468, Vol. 7, nr 1, s. 43-53Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 40.
    Johansson, Baran
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Rijlaarsdam, Gert
    Umeå University, Faculty of Arts, Department of language studies, Umeå (SWE).
    Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children2023Inngår i: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 23, s. 1-28Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Literacy acquisition in children’s L1 and L2 contributes to academic success, and embraces and supports children’s backgrounds and identity formation. However, limited education can prevent bilingual children from developing their writing fluency on the same level in L1 and L2. An analysis of writing fluency can show aspects that require more or less effort in children’s L1 and L2 writing. Thus, it is important to examine writing fluency and the related reading, linguistic and cognitive skills across children’s languages. Our knowledge is limited regarding the skills that could influence children’s writing fluency. Previous studies have mainly focused on Latin scripts and/or one alphabetic and one non-alphabetic script. Furthermore, English has been the writers’ L1 or L2. This paper investigated reading, linguistic and cognitive skills related to the writing fluency of bilingual biscriptal children in two different alphabetic scripts: Persian (L1) and Swedish (L2) across two different genres: narrative and descriptive. 23 children in years 4–9 (aged 10–15) produced four texts each using the Eye and Pen tool. Standardised tests across both languages were used to explore the participants’ reading, linguistic and cognitive skills. Analyses showed that they were more fluent writers across both genres in L2. Word reading appears to contribute to writing fluency across both languages, whereas vocabulary knowledge only related to writing fluency in L1. No significant relationship was found between working memory and writing fluency in either L1 or L2.

    Fulltekst (pdf)
    fulltext
  • 41.
    Johansson, Gustav
    Högskolan Väst, Institutionen för individ och samhälle.
    Conversations in video games: Violations of Politeness and the cooperative principle in the videogame League of Legends2022Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study examines the communication between players in the video game League of Legends. Two teams’ conversations have been transcribed and analyzed to find out how the players violate the cooperative principle and how they violate each other’s positive and negative face. The result shows that all the maxims of the cooperative have been violated because of the lack of information the players have. Also, principles such as negative and positive face have been broken, although not all scenarios have ended with a broken face. The faces are violated because of reasons like hostage holding and mediocritizing. Sometimes the players resolve their issues by saving their team mate's faces. However, the result shows that the speakers mostly follow the principles of the cooperative principle and politeness. The study also requests more research in this area as could be developed further by comparing this study to pro players, regular matches, and different regions. 

  • 42.
    Jusovic, Eldar
    Högskolan Väst, Institutionen för individ och samhälle.
    A Study of Semantic Change in the Word viral2022Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    With diachronic corpus over the time periods, I selected a word that might be suitable for this type of study for detecting if potential semantic changes have occurred. In this study, I explored the lexical semantics of the word viral to see if the World Wide Web (WWW) has influenced the word. This essay explores how the WWW influences word meaning within a language. The present study has been done in two parts. The first part was done by collecting and comparing definitions from four different dictionaries: The Oxford English Dictionary 1933/1961, The Oxford Dictionary of English Etymology 1966, Compact Oxford Dictionary of Current English 2002, and Longman Dictionary of Contemporary English, 2018. Four different dictionaries were used to collect definitions that occurred during different periods; for example, two were used before the appearance of the WWW, one was used after the appearance of WWW, and the last dictionary was used to display the definition of contemporary English. The second part was done by corpus analysis. Two different corpora were used for this study: The Corpus of Contemporary American English (COCA) and the Corpus of Historical American English (COCA). Corpora were used to look through the word viral and to provide a useful source of how a particular word is used within language. The results showed that the principal definition of the word viral had obtained additional definitions within language, a definition related to Internet terminology.

    Fulltekst (pdf)
    fulltext
  • 43.
    Larsson, Hanna
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    "Wallah, de e bra o ta dagen som den kommer": Kodväxling bland studerande på Kriminalvårdens lärcentrum2020Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Bakgrund​: I arbetet som lärare på Kriminalvårdens lärcentrum har jag noterat språkliga variationer bland andra språkstalande intagna och studerande. Vissa kodväxlar aktivt. Andra talar endast standardsvenska. En tredje kategori talar en form av multietniskt ungdomsspråk. Iakttagelserna ligger till grund för att på ett djupare plan ta reda på vad som motiverar intagna studerande att välja mellan de olika språkliga strategier som tillämpas. Syfte​: Syftet med studien är att ta reda på vilka faktorer som motiverar en andraspråkstalare att välja att använda standardsvenska, stanna i multietniskt ungdomsspråk eller kodväxla. Metod​: Studien är gjord utifrån fallstudiemetodik, där tre särskilt belysande nyckelfall har intervjuats och analyserats utifrån teoretiska konstrukt från Mellin-Olsen och Dörnyei. Teoretiska begrepp som använts för att analysera datan har varit Dörnyeis ideal, ought to och feared L2 selves, samt Mellin-Olsens instrumentella och sociala rationaler. Resultat​: Resultatet visar att instrumentella, men främst sociala faktorer påverkar språkligt val, både när det gäller att kodväxla, stanna i multietniskt ungdomsspråk eller använda standardsvenska. Språkval hänger tätt samman med identitetsskapande processer. Förmåga att byta språk och växla mellan den identietet som antas i en viss typ av grupp och kontext gynnar kodväxling, medan de andra båda valen hänger ihop med starka bilder av hur man vill eller är rädd för att uppfattas som av andra både nu och i framtiden.

  • 44.
    Larsson, Julia
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Pettersson, Fredrik
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    "Shit vad crazy": Ungdomars syn på kodväxling2014Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    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.

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  • 45.
    Lindahl, Filippa
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Extraction from Relative Clauses in Icelandic and Swedish: A Parallel Investigation2022Inngår i: Languages, E-ISSN 2226-471X, Vol. 7, nr 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Extraction from relative clauses is generally taken to be unacceptable in Icelandic, unlike in the Mainland Scandinavian languages. Recent studies on Mainland Scandinavian show that the type of dependency as well as the embedding predicate matters for the acceptability of such extractions, and the study of spontaneously produced examples has improved our ability to create felicitous extraction contexts. The studies of Icelandic extraction predate these findings, and there is to date no study which systematically compares parallel sentences in Icelandic and Mainland Scandinavian. This article presents such a study, using two acceptability judgment experiments, one in Icelandic and one in Swedish, drawing on newly gained insights about fronting conditions in the two languages to create plausible contexts. The Icelandic participants rated extraction from relative clauses as unnatural, with a very large acceptability cost compared to in situ versions and good fillers. Extraction from ao-clauses received mixed ratings, and local fronting was rated on a par with the in situ versions. In Swedish, extraction from relative clauses was rated as natural a majority of the time. There was no extraction cost in local fronting, extraction from att-clauses, or extraction from relative clauses in existential sentences, while extraction with other embedding predicates incurred some cost. No differences relating to the embedding predicate were seen in Icelandic. The study corroborates the view that extraction from relative clauses is unacceptable in Icelandic.

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    fulltext
  • 46.
    Lindahl, Filippa
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Department of Swedish, University of Gothenburg, Box 200, SE-405 30, Gothenburg (SWE).
    Engdahl, Elisabet
    Department of Swedish, University of Gothenburg, Box 200, SE-405 30, Gothenburg (SWE).
    The pragmatics and syntax of pronoun preposing: A study of spoken Swedish2022Inngår i: Journal of Comparative Germanic Linguistics, ISSN 1383-4924, E-ISSN 1572-8552, Vol. 25, s. 169-219Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Preposed pronouns have a dual role of both connecting the utterance to the context and serving as its starting point. While central to understanding restrictions on syntactic movement to the left periphery, this type of fronting has often been overlooked. We provide an analysis of the pragmatics and syntax of Swedish pronoun preposing based on a study of spontaneously produced spoken language from the Nordic Dialect Corpus. We find that there is a strong preference for preposing pronouns that function as switch topics and that it is also possible to prepose continued topics, but in neither case is the preposing obligatory. We argue that these sentence-external relations of the topic are not encoded in the syntax of the left periphery in Swedish, but reflect pragmatic strategies for discourse progression. The types of topic (switch or continued) are furthermore shown not to correlate with the prosodic realization of the pronoun. A key feature of our analysis is that we distinguish the sentence-external function of the preposed phrase from the sentence-internal function of providing the aboutness topic for the utterance. We adopt an analysis of the left periphery proposed by Holmberg, where FinP acts as a bottleneck, and there is only one, syncretic, Force-Topic head above Fin. The fact that we only see evidence for one topic position to the left of the subject in Swedish sets this language apart from German and Italian as they are analyzed by e.g. Frey and Frascarelli and Hinterhölzl, as does the fact that A′-movement of pronouns in Swedish does not imply any particular prosodic marking.  

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  • 47.
    Mehrstam, Christian
    Göteborgs universitet. Humanistiska fakulteten.
    Textteori för läsforskare2009Doktoravhandling, monografi (Annet vitenskapelig)
    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

  • 48.
    Milde, Lovisa
    Högskolan Väst, Institutionen för individ och samhälle.
    Gender Representation in Rap Music: A Discourse Analysis of the Lyrics Sung by Eminem Now and Then2023Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This paper examines how gender, male and female, is represented in the lyrics by rap artist Eminem in his early work and his current one. The aim is to find out how the male and female genders are represented in the lyrics and if there are any differences depending on when it was released. The findings suggest that the female representation is more offensive than the male representation and that the description of actions portray women as victims and men as the violators in most cases. The results also show that the types of offensive representation are not different in the songs released in the 1990s and 2020s. The paper suggests that further research could be carried out in the specific genre of rap to look at possible differences in other artists’ songs as well as a comparison between different artists.

  • 49.
    Negretti, Raffaella
    et al.
    Chalmers University of Technology SWE).
    Sjöberg-Hawke, Carina
    Chalmers University of Technology (SWE).
    Persson, Maria
    Högskolan Väst, Studiestöd, bibliotek och pedagogisk utveckling, Avdelningen för bibliotek, forskarstöd och språkhandledning (BIFS).
    Cervin-Ellqvist, Maria
    Chalmers University of Technology (SWE).
    Thinking outside the box: Senior scientists’ metacognitive strategy knowledge and self-regulation of writing for science communication2023Inngår i: The Journal of Writing Research, ISSN 2030-1006, E-ISSN 2294-3307, Vol. 15, nr 2, s. 333-361Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Academics are increasingly engaged in writing genres with purposes and for readers outside of academia—a variety of science-based communication practices that fall under the term science communication. These practices often span different modes, genres, and even languages, requiring high degrees of rhetorical flexibility, strategic knowledge, and regulation of writing. In this study, we probe the self-regulation and specifically the metacognitive strategy knowledge (MSK) of seven senior scientists who regularly and actively engage with writing for science communication. We argue that understanding their MSK can illuminate how strategic knowledge is transferred across written genres, and importantly offer useful insights for the training of future scientists. Using data derived from in-depth, narrative interviews with a recall component, we identify a variety of strategies for task conceptualization/analysis, planning and goal setting, monitoring, and evaluating the writing of different genres. Task analysis appears particularly crucial in science communication writing, due to the great variety of purposes and readers that fall under this umbrella. Interestingly, our participants underscore storytelling strategies, and seem to transfer language and style monitoring strategies to and from science communication and publication. We map the strategies identified and discuss the implications of our study for further research and science communication pedagogy. 

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    fulltext
  • 50.
    Nordlund, Felicia
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Könsneutrala pronomen i svenskan: En enkätstudie av självrapporterad användning och attityd2018Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    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.

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