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  • 1.
    Airey, John
    et al.
    Uppsala University.
    Berge, Maria
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    That’s funny!: The humorous effect of misappropriating disciplinary-specific semiotic resources2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The socialization of disciplinary outsiders into an academic discipline has been described both in terms of becoming fluent in a disciplinary discourse (Airey, 2009; Airey & Linder, 2009; Northedge, 2002) and achieving disciplinary literacy (Airey, 2011, 2013; Geisler, 1994). In this paper we investigate disciplinary boundaries by documenting the responses of academics to a semiotic disciplinary hybrid. The hybrid we use is the Physikalisches Lied, a bogus piece of sheet music into which disciplinary-specific semiotic resources from the realm of physics have been incorporated to humorous effect.

    The piece is presented to three distinct disciplinary focus groups: physicists, musicians and a group of academics who have had little contact with either discipline. In order to elicit disciplinary responses that are free from researcher prompts, each focus group is first asked the simple, open-ended question What do you see here? Once discussion of this question is exhausted the focus groups are asked to identify as many puns as they can—essentially all the disciplinary items that they feel have been misappropriated—and to attempt to explain what this means from a disciplinary standpoint. The differences in the responses of the three groups are presented and analysed.

    We argue that semiotic material focused on by each of the three groups and the nature of the explanation offered, provide evidence of the degree of integration into the disciplines of physics and music. Our findings shed light on the process of becoming a disciplinary insider and the semiotic work involved in this process.

     

    References

    Airey, J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from http://publications.uu.se/theses/abstract.xsql?dbid=9547

    Airey, J. (2011). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education. Across the disciplines, 8(3).

    Airey, J. (2013). Disciplinary Literacy. In E. Lundqvist, L. Östman & R. Säljö (eds.), Scientific literacy – teori och praktik (pp. 41-58): Gleerups.

    Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49.

    Geisler, C. (1994). Academic literacy and the nature of expertise: Reading, writing, and knowing in academic philosophy. Hillsdale, NJ: Erlbaum.

    Northedge, A. (2002). Organizing excursions into specialist discourse communities: A sociocultural account of university teaching. In G. Wells & G. Claxton (eds.), Learning for life in the 21st century. Sociocultural perspectives on the future of education (pp. 252-264). Oxford: Blackwell Publishers.

  • 2.
    Almgren, Monika
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Högläsning i skolan ur ett specialpedagogiskt perspektiv2017Självständigt arbete på avancerad nivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of the study was to investigate how reading aloud is organized in the class-room and if the teachers made any adaptations for students with reading comprehension difficulties. Three teachers and two special education teachers were interviewed about their views on reading aloud and adaptations. Two students were interviewed about their experiences of listening to read-alouds. The results of the study showed that the students appreciated to listen to their teachers reading aloud and to take part in conversations about the text. The teachers who had been educated by Skolverket, Läslyftet, used comprehension strategies during the reading aloud lessons and found the strategies to be a good adaptation for the students with comprehension problems. The special education teachers mostly worked with students with word- reading difficulties. They did not use read-alouds and comprehensions strategies in their teaching. The study also indicate the importance of implementing research in education. 

  • 3.
    Ambrosiani, Per
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    A Russian tail?: on the translation of puns in Lewis Carroll's Alice's adventures in wonderland2010Ingår i: Humour in language: textual and linguistic aspects / [ed] Anders Bengtsson & Victorine Hancock, Stockholm: Acta Universitatis Stockholmiensis , 2010, s. 30-63Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 4.
    Ambrosiani, Per
    Umeå universitet, Humanistisk fakultet, Institutionen för språkstudier.
    Ljudlikhet och betydelselikhet i flerspråkiga toponymer2009Ingår i: Namn i flerspråkiga och mångkulturella miljöer: Handlingar från NORNA:s 36:e symposium i Umeå 16–18 november 2006, Umeå, 2009, s. 57-64Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

     

    The present article discusses toponyms in different languages referring to the 

    same geographical location, making a distinction between similarity in 

    sound (phonetic adaptation, name quotation, etc.) and similarity in sense 

    (name translation, etc.). In the latter case, following Coates (2005), a 

    distinction is made between semantic reference, onymic reference, and 

    apparent etymological sense. The short theoretical introduction is illustrated 

    with examples from bilingual or multilingual areas such as Southern Austria 

    (Kärnten—with German and Slovenian place-names) and, particularly, 

    Hong Kong, which exhibits an intricate interplay between two varieties of 

    Chinese—Cantonese and Mandarin—and English, where, due to the funda- 

    mental differences between the Chinese and English writing systems, 

    particular attention is paid to the different Romanization methods for 

    Chinese. 

     

  • 5.
    Andersson, Daniel
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Cocq, Coppélie
    Umeå universitet, Humanistiska fakulteten, Humlab.
    Narrating climate change: conventionalized narratives in concordance and conflict2016Ingår i: Narrative works, ISSN 1925-0622, Vol. 6, nr 2, s. 1-27Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we take a narrative approach to Swedish media texts regarding farming, forestry, and Sami livelihoods. The main purpose is to illuminate how a master narrative on climate change is shaped, activated, and put into practice in different ways in different settings and contexts. The study discusses the complex interplay between different levels of narratives and the narrative dynamics that influence and shape collective representations of climate change. We discern a narrative level that does not explicitly challenge the master narrative, but operationalizes it in close relation to cultural contexts and specific goals, resulting in what we call conventionalized narratives.

  • 6.
    Andersson, Daniel
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Edlund, Lars-Erik
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Language and Place in Northern Spaces: Editorial2017Ingår i: Journal of Northern Studies, ISSN 1654-5915, Vol. 11, nr 1, s. 7-9Artikel i tidskrift (Övrigt vetenskapligt)
  • 7.
    Andersson, Jasmine
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    A thorn in the side and its equivalents in French and Swedish: One sense realized as three different idioms2014Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to analyse how three idioms, in English, French and Swedish, despite different lexical compositions are capable of conveying the same meaning. The idioms in question are a thorn in the side, une épine au pied/dans le pied and en nagel i ögat. This study is concerned with how different metaphorical images are used to express the same meaning. Furthermore, it examines what it is in the semantics of the lexical items that enables these idioms to express the same idiomatic meaning. Using a cognitive linguistic approach the analysis is conducted at a linguistic and a conceptual level. The analysis shows that these three different idioms are capable of conveying the same idiomatic meaning because they are motivated by the same conceptual metaphor.

  • 8.
    Andersson, Pehr
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi.
    Hedman, Leif
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi. Center for Surgical Sciences, Karolinska Institutet at Huddinge University Hospital.
    Enochsson, Lars
    Ström, Pär
    Kjellin, Ann
    Westman, Bo
    Felländer-Tsai, Li
    Working memory and virtual endoscopy simulation2004Ingår i: Proceedings of the twenty-sixth annual conference of the cognitive science society / [ed] Forbus, K; Gentner, D; Regier, T, Mahwah: Lawrence Erlbaum Associates, 2004, s. 1519-1519Konferensbidrag (Refereegranskat)
  • 9.
    Aronsson, Berit
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Patterns of Prominence in Swedish Second Language (L2) Speakers and Native (L1) Speakers of Spanish: Spontaneous Dialogue versus Read Text2013Ingår i: Studies in Hispanic and Lusophone Linguistics, ISSN 1939-0238, Vol. 6, nr 2, s. 203-246Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study aims to describe and analyze prosodic differences in prominence realization in both spontaneous and read speech produced by Swedish second language speakers (L2 speakers) in comparison with native speakers (L1 speakers) of Spanish. A further aim of the study is to provide concrete descriptions of the differences between L2 and L1 prominence realization that may serve as tools for language teachers. Phonetic, phonological and to some extent pragmatic aspects will be considered. Results show that the F0 (fundamental frequency) rises in prominent words are steeper and faster in native speech than in L2 speech. Results also show that stressed vowels have longer duration in prominent words in L2 than in L1 Spanish. The number of boundary rises used by both groups differed significantly according to task and group. Pragmatic aspects, such as the use of different intersubjectivity seeking strategies, might explain differences found exclusively in the spontaneous task.

  • 10. Ballard, Kirrie J.
    et al.
    Djaja, Danica
    Arciuli, Joanne
    James, Deborah G. H.
    van Doorn, Jan
    Umeå universitet, Medicinska fakulteten, Institutionen för klinisk vetenskap, Logopedi.
    Developmental Trajectory for Production of Prosody: Lexical Stress Contrastivity in Children Ages 3 to 7 Years and in Adults2012Ingår i: Journal of Speech, Language and Hearing Research, ISSN 1092-4388, E-ISSN 1558-9102, Vol. 55, nr 6, s. 1822-1835Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: Accurate production of lexical stress within English polysyllabic words is critical for intelligibility and is affected in many speech-language disorders. However, models of speech production remain underspecified with regard to lexical stress. In this study, the authors report a large-scale acoustic investigation of lexical stress production in typically developing Australian English-speaking children ages 3-7 years (n = 73) compared with young adults (n = 24).

    Method: Participants named pictures of highly familiar strong-weak and weak-strong polysyllabic words. Of 388 productions, 325 met criteria for acoustic measurement. Relative vowel duration, peak intensity, and peak f(0) over the first two syllables were measured.

    Result: Lexical stress was marked consistently by duration and intensity but not f(0). Lexical stress on strong-weak words was adultlike by 3 years. All 3 measures showed significant differences between adults and children for weak-strong words still present at 7 years.

    Conclusion: Our findings suggest that protracted development of weak-strong stress production reflects physiological constraints on producing short articulatory durations and rising intensity contours. Findings validate treatment that is centered on strong-weak stress production for children >= 3 years with dysprosody. Although intervention for the production of weak-strong words may be initiated before age 7 years, reference to normative acoustic data is preferable to relying on perceptual judgments of accuracy.

  • 11.
    Banhold, Dominik
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier. Dept German Linguist Wurzburg, Wurzburg, Germany ; Univ Bologna, Bologna, Italy ; Univ Santiago de Compostela, Santiago De Compostela, Spain.
    School Grammars and Language Guides: Prescriptivism in the German Language Codex in the Early 20th Century2017Ingår i: Prescription and Tradition in Language / [ed] Ingrid Tieken-Boon van Ostade, Carol Percy, Multilingual Matters, 2017, Vol. 165, s. 168-182Kapitel i bok, del av antologi (Refereegranskat)
  • 12.
    Bannert, Robert
    Umeå universitet, Humanistiska fakulteten, Filosofi och lingvistik.
    Minimizing Foreign Accent in Multiple Language Learning (MiFA).2004Ingår i: Fonetik 2004, The XVIIth Swedish Phonetics Conference, Stockholm: Stockholm University, 2004, s. 128-131Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The teaching of a foreign language to adultsvery often lacks appropriate assistance for thelearning of pronunciation. Insights into thelearning processes are necessary in order to beable to design a special learning programme.The project aims at investigating theseprocesses for university students engaged inbeginner level courses of German in Swedenand of Swedish in the German speakingcountries in the context of multiple languagelearning. Both languages are linguisticallyclosely related to each other, especially wherephonology is concerned. A typical foreignaccent very often hampers smoothcommunication. Therefore minimizing theforeign accent appears to be a challenge,especially when these two kindred languagesare concerned.The project research will be carried out asa longitudinal study. Various kinds of speechmaterial will be recorded at certain intervals,digitalized and collected in the database MiFA,analysed and labelled for cross searching. Ourresults will add new knowledge and insightsinto the learning of pronunciation of twokindred languages in the context of multiplelanguage learning. A large quantity of data willallow for a quantitative evaluation of differenthypotheses, foremost the role of the first andthe second language.

  • 13.
    Bardeau, Christian
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    « La langue d'och »: Stratégie de traduction de la conjonction de coordination « och » en français.2016Självständigt arbete på grundnivå (kandidatexamen), 12 hpStudentuppsats (Examensarbete)
  • 14.
    Bardeau, Christian
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    « À cœur vaillant rien d’impossible »: Métaphores et métonymies – Étude sémantique cognitive des occurrences du mot « cœur » en contexte.2018Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 15.
    Bentzen, Kristine
    et al.
    Universitetet i Tromsø.
    Anderssen, Merete
    Universitetet i Tromsø.
    Waldmann, Christian
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Object shift in spoken mainland Scandinavian: a corpus study of Danish, Norwegian, and Swedish2013Ingår i: Nordic Journal of Linguistics, ISSN 0332-5865, E-ISSN 1502-4717, Vol. 36, nr 2, Special Issue, s. 115-151Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Recent work on Object Shift (OS) suggests that this is not as uniform an operation as traditionally assumed. In this paper, we examine OS in the spontaneous speech of adults in large Danish, Norwegian and Swedish child language corpora in order to explore variation with respect to OS across these three languages. We evaluate our results against three recent strands of accounts of OS, namely a prosodic/phonological account, an account in terms of cognitiv status, and an account in terms of information structure. Our investigation shows that there is both withing-language and across-language variation in the application of OS, and that the three accounts can explain some of our data. However, all accounts are faced with challenges, especially when explaining exceptional cases.

  • 16.
    Bergström, Inger
    Umeå universitet, Humanistiska fakulteten. Department of English.
    Grammatical correctness and communicative ability: a performance analysis of the written and spoken English of Swedish learners1987Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    Written and oral material produced by a group of low-achieving learners of English from the 2-year lines of the Swedish upper secondary school was analysed from the perspective of grammatical correctness and communicative ability. The grammatical analysis focussed on the verb phrase and tests included both free production in speech and writing and elicitation tests. Communicative ability was assessed ‘ ‘objectively* ’ by identifying such parameters as fluency, copiousness and span, and “holistically” by using non-expert evaluators.The scores thus obtained were correlated. Grammatical correctness was correlated with communicative ability both in speech and in writing and writing proficiency was correlated with speech proficiency with respect to both grammatical correctness and communicative ability.Our findings are that there is a positive correlation between grammatical correctness and communicative ability. A remarkable finding is that the percentage of correct verb phrases correlates very weakly with communicative ability in written data. In oral data, the correlation is in fact slightly negative. The learner’s competence in grammar is reflected in both his written and oral performance. On the other hand, there is no correlation between communicative ability in writing and communicative ability in speech.The study shows that a working command of a set of syntactic rules is essential for communication. Errors are, however, an integral part of the learning process. The major part of errors are accounted for by the learner’s use of compensatory strategies. Among these low-achievers, communicative ability in conversation is distinct from writing ability.

  • 17.
    Bindler, Annika
    et al.
    Umeå universitet, Umeå universitetsbibliotek (UB).
    Olsson, Magnus
    Umeå universitet, Umeå universitetsbibliotek (UB).
    No Writing Center is an Island: A Swedish Writing Center and its University Library Work Together2016Ingår i: Building Bridges through Academic Writing: Research, Policy, and Practice: Third International Conference on Academic Writing in Israel June 27-28, 2016, 2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Writing center tutors and librarians share in the goal of helping students with the recursive processes of writing and researching. Nevertheless, few writing centers that are located in university libraries work collaboratively, but rather simply share a location.

    Research from the US shows that collaboration can take different forms, and while some of these may be readily transferable to European university systems, some will be challenging to implement. Also, this research tends to originate from librarians rather than writing consultants (Ferer, 2012).

    Umea University is unusual in that it works collaboratively. Drawing on our experience, we will provide a Swedish university's perspective based on the collaboration between its Writing Centre and University Library. We explain how we work together to match students' writing and researching needs, the challenges in collaborating, and what future additional collaborations are possible. Finally, we raise the question, what more can we do to develop and maintain our collaboration?

    Discussing best practices can provide valuable information to better meet the new generation of students. Research, thinking and writing go hand in hand. Rather than compartmentalizing these processes, writing tutors and librarians can work together with students to help them navigate these intricately linked processes. Collecting this expertise into one location allows students more comprehensive support and convenient access: "one-stop shopping" (Cooke & Bledsoe, 2008).

    Writing centers and libraries can have an influence in the current reformation of higher education and should contribute to the discussion by promoting their strengths and sharing their respective knowledge (Elmborg, 2005). We hope to contribute to the conversation through our presentation.

  • 18.
    Bladh, Ylva
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    I Mean, You Look Sexy.: Differences in perception of a male and female character amongst students in Seychelles2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study examines the difference in perception of a character in a male and a female guise amongst university students in Seychelles, and elaborates on how such difference reflects gender hierarchies in general. The students were given a questionnaire consisting of five scenarios, in which two or more characters communicated, and then answered questions about their perception of the characters. The character’s gender mattered to how he/she was perceived for at least one of the characters in the dialogue, in four of the scenarios, and in one scenario there was no difference in perception of the male guise and the female guise. The biggest difference in perception of a male guise and female guise was in a scenario in which one character commented on his/her colleague’s appearance. The male guise was perceived more negatively both when commenting and when rejecting such comment. However, the space in which the interaction took place, and the relationship between the characters influenced how they were perceived. So, when a group of people commented on an unknown person’s appearance, on the beach, the respondents perceived both the male guise and the female guise of the character similarly both as commenters and as receivers of the comment. 

  • 19.
    Blomquist, Linda
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Language and Identity: attitudes towards code-switching in the immigrant language classroom2009Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Although many studies have been conducted on second language acquisition and bilingual education, little is known about the role of language in the formation of identity by adolescent immigrants in the language classroom. More specifically, this study aims to investigate the use of code-switching by immigrant and refugee students learning Swedish and English in a high school preparatory program. Furthermore, this study investigates the relationship between students’ and teachers’ attitudes towards code-switching and language as a resource, and theories on language as a marker of identity. Quantitative collection of data and qualitative interviews reveal tensions between the ways in which teachers and students relate to code-switching and bilingualism. This study concludes that language in general, and code-switching in particular, can be used by students as a marker of identity. It further concludes that teachers to some extent discourage the use of code-switching, and thereby undermine the students’ possibilities in forming multicultural identities.

  • 20.
    Bolander, Maria
    Umeå universitet, Humanistiska fakulteten, Litteraturvetenskap och nordiska språk.
    Predikativens funktion i svenskan: om adjektiv som subjektiva predikativ1980Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The presentworkis a study within a framework of functional grammar, by which is understood a grammar that aims not only at describing variations in syntactic form, but also at identifying their communicative function. The scope of the study is limited to adjectives as predicate complements to subjects. The analysis is based on excerpts from twenty Swedish novels by different authors, and also on some spoken material. Predicate complements can occur with different types of verbs and have, broadly speaking, four possible positions in the sentence: final, middle, initial and extra-posed after the sentence. The final position in the sentence is used for predicate complements that are non-omissible, i.e. are non-omissible in order for the sentence to remain in the same context. In this position, the predicate complement is most clearly rhematic, providing information important to the communicative development of the text. The middle position is used for the omissible predicate complements, i.e. if the predicate complement is deleted, the sentence can still remain in it* s context. The initial position is occupied by predicate complements that provide inferred information. These are mostly thematic. Predicate complements in the final position outside the sentence are more independent, almost of sentence status. Variations in word-order thus affect the information structure of the sentence. These functional rules governing the placement of the predicate complements in a Swedish sentence are also valid for adverbs of manner. In Swedish, these two categories are very close in certain cases where they appear to be interchangeable.The study also shows that sentences comprising copula+predicate complement and sentences comprising verbs of the type l^igga (lie)+predicate complement partly have different functions and occur in different contexts. This functional difference can be correlated with various differences in syntactic behaviour. Verbs of the type Z-i^a+predicate complement often form a semantic unit, in which both the verb and the adjective have a reduced lexical meaning. In this unit the adjective carries the greater information value. Such units are broken by the insertion of the words där/här (there/ here). In these cases, the verb and the adjective no longer constitute a semantic unit and they regain their full lexical meaning. The sentence then has another information structure in which the information value of the verb and the adjective are equally great. Such sentences summarize and/or describe states of affairs;, they do not develope the narrative further.In a study of the function of syntactic variants, analyzing predicate complements to verbs other than copula verbs as reduced sentences is found not to be useful. Paraphrasing predicate complements by full clauses is not meaning preserving: the predicate complement receives greater emphasis and the paraphrase has other presuppositions.

  • 21.
    Book, Björn
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Cognitively Motivated Meanings for Idioms: The Metaphorical and Metonymical Structures of two Semantically Equivalent but Structurally Different Idioms in English and Swedish2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This paper analyses the similarities and differences of the cognitive structures of the English-Swedish idiom pair to step into someone’s shoes and att axla någons mantel (to shoulder someone’s mantle [lit.]) in order to investigate possible conceptual or embodied motivations for their meanings. Using dictionaries and corpora to support all findings, the conceptual nature and intended meaning of each idiom were closely analysed and compared. The investigation shows metaphorical, metonymical and embodied structures which might possibly explain why these two idioms mean the same thing as a whole even though they are lexically different from each other. The results indicate that conceptual and embodied mechanisms have motivated the meanings of the idioms, thus suggesting that idiom comprehension in general as well as second language learning would greatly benefit from a more cognitive approach.

  • 22.
    Boström, Per
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    ”Det här är ju dött tåg liksom…”: en studie av metaforer för ROMANTISK KÄRLEK i talad svenska2018Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The purpose of this study is to investigate the metaphorization of ROMANTIC LOVE in spoken Swedish. The study is based on 4 semi-structured focus group conversations with participants in two age groups; 24–33 and 50–54. A Swedish short film and questions related to the film were used as stimuli for the conversations. Research questions asked are 1) How is the concept of ROMANTIC LOVE metaphorized in the recorded group conversations? 2) How does the metaphorization vary between the conversations? and 3) What cultural model for ROMANTIC LOVE in the conversations can be reconstructed based on identified metaphorizations? The study is situated within Cognitive Linguistics and the framework of Conceptual Metaphor Theory and a Discourse Dynamics Approach to Metaphor. Consequently, metaphor is seen as a cognitive, linguistic, socio-cultural and discursive phenomenon, where metaphorization is a dynamic process that develops, adapts and flows within the conversations and between the participants. Accordingly, the identified metaphorizations are considered to be influenced by the speakers and their embodied experiences, their embodied cognition, the discourse event, and socio-cultural aspects of metaphorization. The focus of the present study, ROMANTIC LOVE, is considered as a dynamic concept based on philosophical, feminist, psychological and metaphorical research. Metaphors are identified through a discourse dynamic version of MIP and MIPVU.

    From the analyses, 6 systematic metaphors are proposed, where ROMANTIC LOVE is metaphorized as a PHYSICAL OBJECT (incl. as a POSSESSION and as a LIVING ORGANISM), as a CONTAINER (incl. CONSTRUCTION and BODY as a CONTAINER), as TRAVELLING together (with primary focus on TRAVELLING together rather than SOURCE or TARGET), as a UNITY (with focus on how a UNITY is ESTABLISHED, MAINTAINED and DISSOLVED, ideally by two COMPATIBLE partners), as a PHYSICAL and NATURAL FORCE and as a DISEASE (where LOVE can affect a person’s perception and sanity). In addition, ROMANTIC LOVE is, in a small number of expressions, metaphorized as a CRIME, as a PHYSICAL CONFLICT and as a GAME. The variation in metaphorization is small between the conversations. Some metaphorizations seem to be related to the age of the participants. ROMANTIC LOVE ismoreover something people usually have influence over and in some ways can control. In total, 780 metaphorical expressions and 9 source domains are identified. Departing from the interplay betweenmetaphorization and culture, a cultural model for ROMANTIC LOVE is reconstructed, where a multifaceted, embodied and experiential concept of ROMANTIC LOVE emerges.

  • 23.
    Boström, Per
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Romantisk kärlek: döda tåg, byggnader och ägodelar2019Ingår i: Språkbruk, ISSN 0358-9293, nr 2Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 24.
    Byrman, Gunilla
    et al.
    Linnéuniversitetet.
    Ström, Peter
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Djävulen sitter i detaljerna: Om citatteckenbruk i texter hos Polisen och socialtjänsten2019Ingår i: Sakprosa, ISSN 1502-6000, E-ISSN 1891-5108, Vol. 11, nr 5Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I studien undersöks citatteckenbruk i Polisens förundersök­ningar och socialtjänstens barnavårdsut­redningar. Syftet är att belysa citatteckens funktion och möjliga tolkningar av texterna till följd av citatteckenbruket, som studeras i diskurspresentationstyperna: direkt och indirekt anföring samt narration. Utgångspunkten för studien är att citattecken är en betydelseskapande resurs och att bruket spelar roll för texters funktionalitet i de verksamheter som texterna ingår i. Ett annat syfte är att bidra till terminologiutveckling inom forskningsfältet. Materialet består av 20 utredningstexter. En relevant del i dessa texter är återgivning av information som inhämtats vid samtal och intervjuer, och texterna representerar därmed en diskurs som rör sig i gränslandet mellan talat och skrivet språk. Studiens resultat tolkas med hjälp av begrepp som intertextualitet och rekontextualisering. Av analyserna framgår att citatteckens primära funktion kan kopplas till en återberättande aktivitet, men i framför allt barnavårdsutred­ningar­na är användningen av citattecken heterogen, och den typografiska resursens funktioner framstår som oklara. Ett annat resultat är att 50 procent av allt citattecken­bruk i texterna är okonven­tionellt och finns inte be­skrivet i skrivhandled­ningar. Genom resultatet aktualiseras behovet av en begreppsapparat som på ett adekvat sätt kan användas för att förstå och beskriva citattecken som en betydelseskapande resurs. Citattecken studeras främst i den litterära stilistiken, men denna studie visar att citattecken som textuell och betydelse­ska­pan­de resurs även är ett relevant forskningsområde inom sakprosa­inriktad forskning.

  • 25.
    Chvostek, Ida-Maria
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Treacherous Words: How Climate Change Conspiracy Sceptics use Conceptual Metaphors to Extinguish our Future2019Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study examined the metaphors used in contemporary American conservative discourse between October 2018 and March 2019, focusing on material published by conservative think tanks (CTTs) and tweets made by Republican senators in relation to climate change. For the CTTs, a domain-specific corpus (36,388 words) was compiled and a smaller corpus (3967 words) was assembled based on 135 tweets. These datasets showed that conspiracy scepticism was the most common type of scepticism used to discredit climate change data, scientists and environmental policies. In addition, the datasets indicate that conservative agents frequently used metaphors of WAR, RELIGION, HEALTH, BUILDING, JOURNEY, WATER and PRODUCT to convey negative frames. These domains linked to the conceptual key LIFE IS A STRUGGLE FOR SURVIVAL and were presented in a moral context. In response to these findings it is suggested that the scientific community incorporate emotional language, metaphors and moral values when communicating environmental issues.

  • 26.
    Clark, Nathaniel
    et al.
    University of California, Santa Cruz (UCSC).
    Perlman, Marcus
    University of California, Merced (UCM).
    Johansson Falck, Marlene
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Iconic pitch expresses vertical space2013Ingår i: Language and the creative mind / [ed] Mike Borkent, Barbara Dancygier, and Jennifer Hinnell, Stanford: CSLI Publications, 2013, s. 393-410Kapitel i bok, del av antologi (Refereegranskat)
  • 27.
    Cocq, Coppélie
    et al.
    University of Helsinki, Finland.
    Sullivan, Kirk P H
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Indigenous writing and literacies: perspectives from five continents2019Ingår i: Perspectives on indigenous writing and literacies / [ed] Coppélie Cocq and Kirk P. H. Sullivan, Leiden: Boston: Brill Academic Publishers, 2019, s. 1-10Kapitel i bok, del av antologi (Refereegranskat)
  • 28.
    Davour, Isabelle
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Emotion Metaphor in Popular Music: Differences in the use of metaphors for love, anger, sadness and happiness in popular music in the past and the present2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Examined here is the possible difference in use of metaphors for emotions in lyrics of music popular in 1964 compared to music popular in 2014. Questions regard frequency of occurrence of emotion metaphors including love, anger, sadness and happiness and the range and variation in source concepts for the four emotion target concepts respectively. The data set consists of the lyrics of the 50 most popular songs of the years 1964 and 2014, respectively. The lyrics were scanned and instances of emotion metaphor were categorized. This study shows that the frequency of occurrence of emotion metaphor was higher in the 2014 data set compared to that of 1964. Out of the four emotions in consideration, LOVE was the target concept shown to have the widest range of source concepts. Furthermore, the research indicates a change in what source concepts are used when regarding the target concepts HAPPINESS and SADNESS.

  • 29.
    Edlund, Ann-Catrine
    et al.
    Umeå universitet, Humanistiska fakulteten, Litteraturvetenskap och nordiska språk.
    Erson, Eva
    Milles, Karin
    Frödin, Ulf (Illustratör)
    Språk och kön2007Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Vi översköljs dagligen av föreställningar om hur män och kvinnor "är". Vi möter en mängd schablonbilder i massmedia och populärkultur. Dessa konstruerade föreställningar om skillnader mellan könen gäller också vårt språkbruk.

    Författarna diskuterar och problematiserar våra kulturella föreställningar om språkskillnader mellan könen med utgångspunkt i den massmediala verkligheten och våra vardagliga erfarenheter. De visar att många av förställningarna om språkskillnader mellan könen är konstruerade och saknar grund. I stället tydliggörs de många - och svårfångade - sambanden mellan språk och kön.

    Språk och kön är landets första vetenskapligt uppbyggda lärobok i ämnet. Den vänder sig både till studenter och till yrkesverksamma. Boken kan användas på utbildningar i bland annat språkvetenskap, nordiska språk, genusvetenskap och lärarutbildningar.

  • 30.
    Edlund, Ann-Catrine
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Mellenius, IngmarieUmeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Svenskans beskrivning 31: Förhandlingar vid Trettioförsta sammankomsten för svenskans beskrivning, Umeå den 20–21 maj 20102011Proceedings (redaktörskap) (Refereegranskat)
    Abstract [sv]

    Sedan 1963 har det vid olika universitet i Sverige och Finland regelbundet anordnats sammankomster för svenskans beskrivning. Vid dessa har forskningsresultat som rör svenska språkets uppbyggnad och användning presenterats och diskuterats.

    Den trettioförsta sammankomsten ägde rum i Umeå den 20-21 maj 201. Konferensens tema var "Perspektiv på skrivande", vilket belystes i plenarföredragen samt i de workshoppar som hölls i samband med konferensen. De olika sektionsföredragen berörde en bredd av ämnen, som samtalsanalys, genreanalys, språkkontaktfenomen och svenskämnet i högskolan. I denna volym publiceras två av plenarföredragen och 29 av sektionsföredragen.

    Som värd för konferensen stod Institutionen för språkstudier vid Umeå universitet.

  • 31.
    Edlund, Lars-Erik
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Matthias Egeler, Walküren, Bodbs, Sirenen. Gedanken zur religionsgeschichtlichen Anbindung Nordwesteuropas an den mediterranen Raum (Ergänzungsbände zum Reallexikon der Germanischen Altertumskunde. Herausgegeben von Heinrich Beck, Dieter Geuenich & Heiko Steuer. Band 71), Berlin & New York: De Gruyter 2010, ISBN 978-3-11-024660-5; e-ISBN 978-3-11-024661-2; ISSN 1866-7678, IX + 597 pp.2011Ingår i: Journal of Northern Studies, ISSN 1654-5915, Vol. 5, nr 2, s. 121-122Artikel, recension (Övrigt vetenskapligt)
  • 32.
    Edlund, Lars-Erik
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Sigurd Fries: 22/4 1924–24|6 20132014Ingår i: Arkiv för nordisk filologi, ISSN 0066-7668, Vol. 129, s. 281-284Artikel i tidskrift (Övrigt vetenskapligt)
  • 33.
    Edlund, Lars-Erik
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Palm, Fredrik
    Umeå universitet, Humanistiska fakulteten, Humlab.
    Diabas – nordisk ordgeografisk databas2012Övrigt (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Diabas – nordisk ordgeografisk databas

    Online databas för att söka, visualisera nordiska dialektord med kartor, tabeller m.m. Inloggning krävs för användning kontakta författarna för tillstånd.

  • 34.
    Edmonds-Wathen, Cris
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM). Charles Darwin University, Australia.
    The grammar and conceptualisation of motion in Iwaidja2015Ingår i: Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) / [ed] Krainer, Konrad & Vondrová, Naďa, Prague: Charles University in Prague, Faculty of Education and ERME , 2015, s. 1361-1367Konferensbidrag (Refereegranskat)
    Abstract [en]

    Different languages have different ways of using spatial language, grammatically and conceptually. This paper reports on aspects of the language of motion in Iwaidja, an indigenous Australian language. The way that Iwaidja groups and separates spatial concepts such as direction, height and movement in relation to another object are briefly described using examples from a route description task. The implications are discussed in terms of how understanding these grammatical features can help teachers of Indigenous students, as well as providing keys to cross-linguistic investigations of mathematical cognition.

  • 35.
    Egan Sjölander, Annika
    Umeå universitet, Humanistiska fakulteten, Institutionen för kultur- och medievetenskaper.
    Book review: feminist critical discourse analysis: gender, power and ideology in discourse. Lazar, M (ed.)2009Ingår i: Journal of Language and Politics, ISSN 1569-2159, E-ISSN 1569-9862, Vol. 8, nr 1, s. 159-162Artikel, recension (Övrig (populärvetenskap, debatt, mm))
  • 36.
    Elin, Fjellheim
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    BOTTLENECK-HYPOTHESIS G2 ÅARJELSAEMIEN LOHKEHTIMMESNE2018Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract

    Funksjonelle morfologije haastadihks munnjien orreme mubpiengïelen soptsestæjjine. Lohkehtæjjine leam vueptiestamme learohkh aaj seamma haestemh vuesehteminie gosse funksjonelle morfologijem lierieh jïh utnieh. Daennie mastereksamenetjaalegisnie gihtjem mejtie Bottleneckhypotese, Slabakova:n (2016) mietie, daejtie haestiemidie vaestede mubpiengïelen lohkehtimmesne, gosse saemien veljie morfologije mohte daaroen goh voestesgïele. Daennie tjaalegisnie sïjhtem vuartasjidh guktie mubpiengïelen soptsestæjjah objeektem mïerhkesjieh jïh guktie verbaalem subjeekten mietie sojjehtieh. Bottleneckhypotese gihtjie mah aelhkie mubpiengïelen lohkehtimmesne jïh mah geerve. Dan gaavhtan gihtjem mejtie aelhkemes subjeekte-verbaale kongruensem darjodh jallh objeektem mïerhkesjidh.

    Manne goerehtimmiem dorjeme, guktie pryövem vaastoeh dïsse åadtjodh. Manne mubpiengïelen soptsestæjjah nöörjen jïh sveerjen raedtesne gihtjeme. Dej illeldahkh leah referansedåehkien illeldahki vööste viertiestamme. Referansedåehkesne feadtagïelen soptsestæjjah, gïeh aaj aerpiegïelen soptsestæjjah. Dan gaavhtan vaenie åarjelsaemien soptsestæjjah jïh vaenie åarjelsaemien learohkh skuvline, dle vaenie goerehtimmielïhtsegh aaj sjïdti mov goerehtæmman. Læjhkan goerehtimmien illeldahkh Bottleneckhypotesem dåarjelieh. Stuerebh haestemh lohkehtimmesne jijhtieh gusnie voestesgïele jïh mubpiengïele joekehtedtieh duhtie mubpeste. Vaenebh haestemh jijhtieh gosse vaenie joekehtassh gïeli gaskem. Slabakova (2016) jeahta dle vihkeles dejtie haestiemidie mubpiengïelen lohkehtimmesne gaavnedh, jïh Slabakova juvnehte mijjieh tjiehtebe dej haestemigujmie skuvlesne barkedh jeanatjommes tïjjen.

    Goerehtimmiedåehkiej gaskemedtien illeldahkh vuesiehtieh haastadihks objeektem mïerhkesjidh, destie ij gååvnesh daaroengïelesne. Ij badth goerehtimmiedåehkide haastadihks nominatijvem utnedh, dan gaavhtan mahte seammalaakan gåabpaginie gïeline nominatijvem utnedh. Ij leah seamma kreajnas mejtie aelhkebe verbh subjeekti mietie sojjehtidh goh objeekth mïerhkesjidh, jalhts nemhtie aaj muvhtene våajnoes. Montrul (2016) aaj dam illeldahkem dåarjele gosse aerpiegïelen veljie morfologije jïh mubpiengïelen, goh jienebelåhkoegïele, dle vaenie funksjonelle morfologije. Montrul aerpiegïelen soptsestæjjaj haestemh iktedamme, jïh jeahta dle geervebe dam nominaale morfologijem haalvedh enn verbaale morfologijem. Daate goerehtimmie vuesehte referansedåehkie, åarjelsaemien aerpiegïelen soptsestæjjajgujmie, ij badth seamma illeldahkh vuesiehtieh goh jeatjah

    5

    aerpiegïelen soptsestæjjah veartanisnie. Daan goerehtimmien referansedåehkien illeldahkh feadtagïelen daltesisnie. Daate murreds, kaanna dan åvteste saemien gïele båatsose veadtaldihkie jïh båatsoe vihkeles mijjen jieliemisnie jïh kultuvresne. Men im leah daan bïjre goerehtamme. 

  • 37.
    Elkafri, Linda
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    The Effect of Transfer on Arab and Portuguese Learners' Use of the English Prepositions to and for.2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The researcher has studied, in this paper, the effect of transfer on the Arabic and Portuguese learners’ using prepositions during their process of learning English as a second language. The prepositions that the study deals with are to and, for. The aim of the study is to show the influence of the learner’s first language on the target language. The study draws upon literary sources such as Littlewood’s book Foreign and Second Language Learning (Littlewood, 1984), as well as practical experiments which are divided into a multiple choice test and a translation test. Through the analysis of the results of these tests, the study shows the extent of influence of the first language on the process of learning a second language. The answers of the students are analyzed by comparing the rules of using prepositions in the learner’s first language and English. The participants in this study are students in ACS international school in Qatar. The study also includes interviews with two teachers. The interviews are done in order to provide additional information on the effect of the learner’s first language on learning a second language. The teachers express their views which was formed after many years of teaching experience.   

  • 38.
    Elkafri, Linda
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    The Effect of Transfer on Arab and Portuguese Learners' Use of the English Prepositions to and for.2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The researcher has studied, in this paper, the effect of transfer on the Arabic and Portuguese learners’ using prepositions during their process of learning English as a second language. The prepositions that the study deals with are to and, for. The aim of the study is to show the influence of the learner’s first language on the target language. The study draws upon literary sources such as Littlewood’s book Foreign and Second Language Learning (Littlewood, 1984), as well as practical experiments which are divided into a multiple choice test and a translation test. Through the analysis of the results of these tests, the study shows the extent of influence of the first language on the process of learning a second language. The answers of the students are analyzed by comparing the rules of using prepositions in the learner’s first language and English. The participants in this study are students in ACS international school in Qatar. The study also includes interviews with two teachers. The interviews are done in order to provide additional information on the effect of the learner’s first language on learning a second language. The teachers express their views which was formed after many years of teaching experience.

  • 39.
    Enever, Janet
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Moon, JayneRaman, Uma
    Young Learner English Language Policy and Implementation: international Perspectives2009Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    Over the past three decades or more there has been a huge expansion across the world in school programmes for the teaching of English to young learners. Much of this growth is due to global forces which currently demand ever-increasing levels of communication in English, across continents. This publication seeks to address these issues, responding to concerns that there is often insufficient guidance available to decision-makers at Ministry level regarding the policy and practical implications of an early start for English.

  • 40.
    Engstrand, Olle
    et al.
    Inst för Lingvistik, Stockholms universitet.
    Granström, Björn
    Skolan för datavetenskap och kommunikation, KTH.
    Lindblom, Björn
    Inst för lingvistik, Stockholms universitet.
    Strangert, Eva
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    In memoriam - Gösta Bruce (1947–2010)2010Ingår i: Journal of the International Phonetic Association, ISSN 0025-1003, Vol. 40, nr 3, s. 379-381Artikel i tidskrift (Övrigt vetenskapligt)
  • 41.
    Eriksson, Erik J
    et al.
    Umeå universitet, Humanistiska fakulteten, Filosofi och lingvistik.
    Cepeda, Luis F
    Rodman, Robert D
    McAllister, David F
    Bitzer, Donald
    Arroway, Pam
    Cross-language speaker identification using spectral moments2004Ingår i: Proceedings of the XVIIth Swedish Phonetics Conference FONETIK 2004, Stockholm University, 2004, s. 76-79Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 42.
    Eriksson, Erik J.
    et al.
    Umeå universitet, Humanistiska fakulteten, Filosofi och lingvistik.
    Rodman, Robert D.
    Dept. of Computer Science, NCSU, USA.
    Hubal, Robert C.
    Technology Assisted Learning Ctr., RTI International, USA.
    Emotions in speech: juristic implications2007Ingår i: Speaker Classification: Volume I, Berlin: Springer Verlag , 2007Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This chapter focuses on the detection of emotion in speech and the impact that using technology to automate emotion detection would have within the legal system. The current states of the art for studies of perception and acoustics are described, and a number of implications for legal contexts are provided. We discuss, inter alia, assessment of emotion in others, witness credibility, forensic investigation, and training of law enforcement officers.

  • 43.
    Eriksson, Erik J
    et al.
    Umeå universitet, Humanistiska fakulteten, Filosofi och lingvistik.
    Sullivan, Kirk P H
    Umeå universitet, Humanistiska fakulteten, Filosofi och lingvistik.
    Dialect recognition in a noisy environment: preliminary data2007Ingår i: Proceedings from Fonetik 2007: Speech, Music and Hearing, Quarterly Progress and Status Report, TMH-QPSR, Volume 50, 2007, s. 101-104Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The ability to identify the dialect spoken by an individual by voice alone has beenwidely investigated for many languages. The studies suggest a large degree of individualvariation in dialect recognition ability and that factors such as perceptualdistance and competence in the language interact with this variation. Trained listenershave also been shown to be unstable in their judgements of dialect. In the studypresented here naïve listeners attending a trade fair in Umeå were asked to selectbetween eight given dialects when identifying two dialects. The test environment wasnoisey. The level of the background noise changed with the flow of people and activitiesassociated with the trade fair. The noisy environment did not appear to affectthe listeners responses.

  • 44.
    Eriksson, Linda
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    The Effectiveness of Modified Inductive Versus Deductive Teaching: A case study on word order amongst a group of English as a foreign language learners2014Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study aims at investigating the effectiveness of modified inductive learning compared with deductive learning of English grammar among foreign language students. In order to achieve this purpose, two classes in Year Nine in a secondary school in Sweden were taught using the two different methods. An initial grammar test determined that the students struggled with word order, which as a result was chosen as the area to teach. A pre-test/post-test-design was used to examine the effect of the two methods, and compared with a control group. The results reveal that the inductive method should be favoured overall, but suggests that the deductive method may produce significantly better results among weaker students. 

  • 45.
    Eriksson, Per
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Español administrativo: Un estudio sobre el discurso del lenguaje administrativo de español en España y Chile2011Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 46.
    Eriksson, Stina
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Effekt och upplevelse av intensiv avkodningsträning: Analfabeter med annat förstaspråk än svenska2016Självständigt arbete på avancerad nivå (yrkesexamen), 20 poäng / 30 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Abstract

     

    This intervention study examines effects on the decoding ability by one-to-one tutoring with adult illiterate second language learners of Swedish, in comparison to ordinary classroom education. In addition, the study aims to examine the participants’ experience of the intervention. Four illiterate pupils from SFI, Swedish language education for adult immigrants, were pretested and matched two by two. One of each pair participated in the intervention (30 minutes, four times a week during six weeks). The other two attended the ordinary classroom activities. Pre- and posttests showed that the test group managed to read more words per minute, improved their knowledge of Swedish graphemes and their reading fluency compared to the control group. The intervention even enabled one participant to reach the alphabetic stage in decoding, which the matched control person did not do. The experience of the one-to-one tutoring was mostly positive, and the illiterates were grateful for the intensive training.

  • 47.
    Erixon, Per-Olof
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    The struggle for the text: – on teacher students’ meetings and negotiations with different academic writing traditions on their way towards a passed paper2017Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, nr 4, s. 263-267Artikel i tidskrift (Refereegranskat)
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    Eva, Lindgren
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Sullivan, Kirk P H
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    La révision en production écrite enregistrée2014Ingår i: Temps de l'écriture: enregistrements et représentations / [ed] Christophe Leblay and Gilles Caporossi, Louvain-La-Neuve, Belgium: Academia-L'Harmattan , 2014, s. 71-92Kapitel i bok, del av antologi (Refereegranskat)
  • 49. Farrús, Mireia
    et al.
    Eriksson, Erik
    Umeå universitet, Humanistiska fakulteten, Filosofi och lingvistik.
    Sullivan, Kirk P. H.
    Umeå universitet, Humanistiska fakulteten, Filosofi och lingvistik.
    Hernando, Javier
    Dialect imitations in speaker recognition2007Ingår i: Proceedings of the 2nd European IAFL conference on Forensic Linguistics / Language and the Law / [ed] Turell, M. Teresa; Spassova, Maria; Cicres, Jordi, Barcelona: Institut Universitari de Lingüística Aplicada. Universitat Pompeu Fabra; Documenta Universitaria , 2007Konferensbidrag (Övrigt vetenskapligt)
  • 50.
    Fedorovskaya, Svetlana
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Ворон и ворона во фразеологических системах русского и шведского языков2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
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