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  • 1. Czigler, Peter E.
    et al.
    Karlsson, Fredrik
    Umeå University, Faculty of Arts, Department of language studies.
    Poussa, Patricia
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Language learning through fuzzy ears: one cause of identity loss? Some preliminary thoughts from an experimental case study2008In: Tidskrift för lärarutbildning och forskning / Journal of Research in Teacher Education., ISSN 14047659, Vol. 15, no 2, 23-37 p.Article in journal (Refereed)
  • 2. Czigler, Peter E
    et al.
    Schaeffler, Felix
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Zetterholm, Elisabeth
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Imitation und Reduktion: Eine Fallstudie zu den Fähigkeiten eines professionellen Imitators2004In: Norden und Süden: Festschrift für Kjell-Åke Forsgren zum 65. Geburtstag / [ed] Mareike Jendis, Anita Malmqvist & Ingela Valfridsson, Umeå: Umeå University , 2004, 51-58 p.Chapter in book (Other academic)
  • 3.
    Deutschmann, Mats
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Lindgren, Eva
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Steinvall, Anders
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Department of language studies.
    Peer-based intervention och key-stroke logging som hjälpmedel för att stimulera språkinlärning i översättningsundervisning2005In: Forskning om undervisning i främmande språk: rapport från workshop i Växjö 10-11 juni 2004 / [ed] Eva Larsson Ringqvist och Ingela Valfridsson, Växjö: Växjö University Press , 2005, 65-75 p.Chapter in book (Other academic)
  • 4.
    Eriksson, Erik J.
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Schaeffler, Felix
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Department of language studies.
    Acoustic impact on decoding of semantic emotions2007In: Speaker classification II: selected projects / [ed] Christian Müller, Berlin: Springer , 2007, 57-69 p.Chapter in book (Other academic)
    Abstract [en]

    This paper examines the interaction between the emotion indicated by the content of an utternance and the emotion indicated by the acoustic of an utterance, and considers whether a speaker can hide their emotional state by acting an emotion even though being semantically honest. Three female and two male speakers of Swedish were recorded saying the sentences “Jag har vunnit en miljon pa° lotto” (I have won a million on the lottery), “Det finns böcker i bokhyllan” (There are books on the bookshelf) and “Min mamma har just dött” (my mother just died) as if they were happy, neutral (indifferent), angry or sad. Thirty-nine experimental participants (19 female and 20 male) heard 60 randomly selected stimuli randomly coupled with the question “Do you consider this speaker to be emotionally X?”, where X could be angry, happy, neutral or sad. They were asked to respond yes or no; the listeners’ responses and reaction times were collected. The results show that semantic cues to emotion play little role in the decoding process. Only when there are few specific acoustic cues to an emotion do semantic cues come into play. However, longer reaction times for the stimuli containing mismatched acoustic and semantic cues indicate that the semantic cues to emotion are processed even if they impact little on the perceived emotion.

  • 5. Eriksson, Erik J
    et al.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    An investigation of the effectiveness of a Swedish glide plus vowel segment for speaker discrimination2008In: INTERNATIONAL JOURNAL OF SPEECH LANGUAGE AND THE LAW, Vol. 15, no 1, 51-66 p.Article in journal (Refereed)
  • 6.
    Eriksson, Erik J
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Controlling Plagiarism: A study of Lecturer Attitudes2008In: Student Plagiarism in an online world: Problems and solutions / [ed] Tim S. Roberts, Hershey, PA, USA: Information Science Reference, 2008, 23-36 p.Chapter in book (Refereed)
  • 7.
    Eriksson, Erik J
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Dialect recognition in a noisy environment: preliminary data2007In: Proceedings from Fonetik 2007: Speech, Music and Hearing, Quarterly Progress and Status Report, TMH-QPSR, Volume 50, 2007, 101-104 p.Conference paper (Other academic)
    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.

  • 8.
    Eriksson, Erik J
    et al.
    Umeå University.
    Sullivan, Kirk PH
    Umeå University, Faculty of Arts, Department of language studies.
    Zetterholm, Elisabeth
    Linneus University.
    Czigler, Peter E
    Örebro University.
    Green, James
    Otago University.
    Skagerstrand, Åsa
    Örebro University.
    van Doorn, Jan
    Umeå University, Faculty of Medicine, Department of Clinical Sciences, Speech and Language Therapy.
    Detection of imitated voices: who are reliable earwitnesses?2010In: International Journal of Speech Language and The Law, ISSN 1748-8885, E-ISSN 1748-8893, Vol. 17, no 1, 25-44 p.Article in journal (Refereed)
    Abstract [en]

    Factors affecting an individual’s ability to identify people aurally are of forensic importance.This paper investigates how topic, dialect, gender, age, and hearing statusaffect detection of an imitated voice. Two imitations of the same person, but ondifferent topics, were used as familiarization voices. One topic was associated withthis person, and the other was not. Using discrimination sensitivity (d-prime) it wasfound that topic had a significant impact on d’, as did age (but only when the topicwas not associated with the imitated person). Dialect, gender and hearing statuswere not significant. The older group of listeners was less convinced by the imitationsand in particular the one not associated with the person being imitated. These resultsimply that the validity of earwitness evidence is negatively affected by age and topic.

  • 9. Farrús, Mireia
    et al.
    Eriksson, Erik
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Hernando, Javier
    Dialect imitations in speaker recognition2007In: 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 , 2007Conference paper (Other academic)
  • 10.
    Hansson, Heidi
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk
    Umeå University, Faculty of Arts, Department of language studies.
    Sprida forskningsresultat eller samla meriter?: Behovet av gränsdragning mellan författare i akademiska texter2012In: Språkets gränser - och verklighetens: Perspektiv på begreppet gräns / [ed] Daniel Andersson och Lars-Erik Edlund, Umeå: Institutionen för språkstudier, Umeå universitet , 2012, 179-189 p.Chapter in book (Refereed)
  • 11.
    Hellgren, Jenny M
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Stewart, Kirsty
    Sullivan, Kirk PH
    Umeå University, Faculty of Arts, Department of language studies.
    Student Experiences of Geocaching: Exploring Possibilities for Science Education2014Conference paper (Refereed)
  • 12.
    Karlsson, Fredrik
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    Czigler, Peter
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    Using Voice Onset Time for Estimating Production Maturity of /sP/ clusters2005In: Proceedings from the X International Congress For the Study of Child Language, 2005Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    In previous investigations of the child’s acquisition of simple and complex syllable onsets in word initial position, a number of developmental trends have been observed. In the early stages of development, plosives have been reported to be substituted by a plosive at another, usually more fronted, place of articulation. Initial fricatives, on the other hand, have been reported to be substituted by plosive-like speech segments. At later stages of development, the child’s productions of plosives and fricatives in word initial position have been transcribed as increasingly adult-like.

    As to complex syllable onsets, children’s’ productions have been reported to go through stages of reduction or simplification at the onset of attempted cluster production. In an earlier investigation, the progression through this stage in development has been investigated acoustically through measurement of voice onset time and aspiration (Karlsson et al., 2002). The results indicated a strong tendency towards short lagged voice onset time at the onset of production of voiceless plosives and long lagged voice onset time at later stages, for the same speech sound category.

    This paper presents an investigation of the correlation between development in consonant quality and acoustic correlates of voicing and aspiration in the productions of children aged 77-218 weeks. Productions of target words with an initial fricative, voiced plosive, voiceless plosive or s+plosive cluster were collected from 21 children (12 male and 9 female) who were recorded at monthly intervals for up to one year per child. The total number of syllable onsets analysed was 4133. Using this corpus, the correlation of onset of production of plosives with non-fronted target places of articulation and the rise in mean voice onset time length are currently under investigation. The investigation includes correlations between time of reaching a steady state in voice onset time, aspiration length and the time of steady production of consonants with adult quality. Finally, correlation between the time of onset of production of complex syllable onsets will be considered and included in the model.

    The results from the correlation study will be presented and the implications for the study of consonant cluster production development will be discussed.

  • 13.
    Karlsson, Fredrik
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Landgren, Tomas
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Utveckling av Voice Onset Time hos svenska barn2006In: Tionde Nordiska Barnspråkssymposiet / [ed] Mårten Eriksson, Antti Ylikiiskilä & Eva Berglund, Gävle: Högskolan i Gävle , 2006, 69-75 p.Conference paper (Other academic)
  • 14.
    Karlsson, Fredrik
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Kvantifiering av inlärning av tonande/tonlös kontrast med hjälp av Voice Onset Time2006In: Tionde Nordiska Barnspråkssymposiet / [ed] Mårten Eriksson, Antti Ylikiiskilä & Eva Berglund, Gävle: Högskolan i Gävle , 2006, 60-68 p.Conference paper (Other academic)
  • 15.
    Karlsson, Fredrik
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    /sP/ consonant clusters in Swedish: Acoustic measurements of phonological development2005In: Developmental Paths in Phonological Acquisition: Special issue of Leiden Papers in Linguistics 2.1, 2005Conference paper (Other academic)
    Abstract [en]

    This paper presents a cross-sectional and longitudinal investigation into the development of a contrast in voicing production in simple and complex consonant clusters for 21 children. The results showed that, although the group results indicated a progression that may have been caused either by development in articulatory proficiency or by an growing underlying representation, individual children develop in a manner that is not consistent with a developmental model postulating only articulatory development.

  • 16.
    Karlsson, Fredrik
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    The use of relativization in the regional dialect of Swedish spoken in Burträsk2002In: Relativisation in the North Sea Littoral, Lincom Europa , 2002, 97-107 p.Chapter in book (Other academic)
  • 17.
    Karlsson, Fredrik
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Czigler, Peter E.
    van Doorn, Jan
    Faculty of Medicine, Clinical Sciences.
    Acoustic correlates of voicing in a child's production of plosives2002In: Proceedings of the 9th Australian International Conference on Speech Science & Technology, 2002Conference paper (Other academic)
  • 18.
    Karlsson, Fredrik
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Svonni, Michael
    Umeå University, Faculty of Arts, Department of language studies.
    Van Doorn, Janis
    Umeå University, Faculty of Medicine, Department of Clinical Sciences, Speech and Language Therapy.
    Wenstedt, Ola
    The acoustic manifestation of consonant gradation in Northern Sami2008In: Journal of the Acoustical Society of America, Vol. 123, no 5 (part 2), 3885- p.Article in journal (Refereed)
  • 19.
    Karlsson, Fredrik
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    van Doorn, Jan
    Umeå University, Faculty of Medicine, Clinical Sciences, Speech and Language Therapy.
    Czigler, Peter E.
    Då or Tå, Pår or Bår - Seeing is believing!2003In: Proceeding of the 15th International Congress of Phonetic Sciences, 2003Conference paper (Other academic)
    Abstract [en]

    Several acoustic properties of plosives have been established as correlates of voicing contrast, including voice onset time (VOT), F1 cut-back, aspiration duration and initial F1 and F2 transition. Therefore, acquisition of the voicing contrast for plosives could be viewed as gaining the ability to combine interacting acoustic cues in an adult-like manner, resulting in a large number of possible developmental routes. The presented investigation examined initial plosives produced by one child from ages 18¿31 months that had been judged as voiced in an auditory analysis. The results show that some perceptually voiced and unaspirated plosives (elicited using voiceless targets) were produced with VOT values within the range of voiceless plosives for adult speakers of Swedish, and also had increased duration of high frequency, aperiodic friction after plosive release. It was conjectured that the child was attempting a voicing contrast by using increased VOT and increased duration of aperiodic friction that were not perceptible to adult listeners.

  • 20.
    Karlsson, Fredrik
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    Zetterholm, Elisabeth
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    Development of a Gender Difference in Voice Onset Time2004In: Proceedings of the 10th Australian International Conference on Speech Science & Technology, 2004Conference paper (Refereed)
    Abstract [en]

    This paper investigates the effect of gender on voice onset time distribution at three stages of speech development. Two subject groups consisting of children, aged approximately 3 and 9 years, were compared to adult speakers regarding voice onset time of initial plosives. The results showed significant gender effects in the aspirated plosives in the young subjects that were not present in the plosives produced by adults. It is hypothesised that the effect of gender at the earlier stages of develpment may be due to the differences in airflow intensity and variability.

  • 21.
    Landgren, Tomas
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Karlsson, Fredrik
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Eriksson, Anders
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    A comparison of the use of relatization in the Swedish regional dialects spoken in Burträsk and Ström2002In: Preceedings to the XI:th International Conference on Methods in Dialectology, 2002Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The data presented in this paper comes from tape recordings made as part of the dialect project "The phonetics and phonology of the Swedish dialects around the year 2000, SWEDIA 2000". Karlsson and Sullivan (in press) investigated relative marker usage in Burträsk. Due to its situation at the northern periphery of the Swedish dialect rectangle and as a non-coastal settlement, Karlsson and Sullivan (in press) believed that the Burträsk dialect may well reveal traces of older variants of Swedish. As the SWEDIA dialect database is balanced for informant gender and age, it permitted the investigation of both the infiltration of standard Swedish relativizers into this northern dialect of Swedish and the influence of gender in any other change that may have occurred during the twentieth century. From the tape-recordings of eight informants' spontaneous speech lasting a total of 7 hours and 35 minutes, Karlsson and Sullivan (in press) found a strong preference in the Burträsk dialect for relative clause constructions involving a moving (realized) subject, that relativization involving object movement is also used, but less frequently, and that in relative clauses involving the null relative marker, subject and object correlates occur with equal frequency. Further, no significant difference in relative marker usage was found due to either age or gender. Of particular note was that no examples of the use of constructions using a wh-word, such as vars or vilken/vilket were found in the data provided by any of the eight informants. Unlike, the complementizer som that was found in the data vars or vilken/vilket always imply a more formal, or standard, speaking style. This paper extends the Karlsson and Sullivan study by posing the same questions in relation to the dialect spoken in Ström and thereafter by comparing and constrasting the Ström data with the Burträsk data. Like Burträsk, Ström is a non-coastal settlement. It lies around 350km southwest of Burträsk and has since the middle ages been a trading centre. Of particular interest is that Ström lies in Jämtland, which was part of Norway until 1645. The comparative data presented in this paper may provide picture of how the use of relativization is affected when a settlement has contact with neighbouring dialects due to its position as a training centre and due to its less peripheral location within the Swedish Dialect Rectangle.

  • 22.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Stevenson, Marie
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting the Reflective Language Learner with Computer Keystroke Logging2008In: Handbook of research on computer-enhanced language acquisition and learning / [ed] Felicia Zhang & Beth Barber, Information Science Reference, Hershey PA, USE , 2008, 189-204 p.Chapter in book (Refereed)
  • 23.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sulivan, Kirk
    Umeå University, Faculty of Arts, Department of language studies.
    Spelman Miller, Kristyan
    University of Winchester.
    Development of Fluency in First and Foreign Language Writing2012In: Learning to write effectively: Current trends in European research / [ed] Torrance, M., Alamargot, D., Castelló, M., Ganier, F., Kruse, O. Mangen, A., Tolchinsky, L. & Van Waes, L., Bingley: Emerald Group Publishing Limited, 2012, 1, 273-274 p.Chapter in book (Other academic)
  • 24.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: A case study of two young female writers2003In: Language Awareness, Vol. 12, 172-186 p.Article in journal (Refereed)
  • 25.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Arts, Modern Languages.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Analysing online revision2006In: Computer Keystroke Logging and Writing: Methods and Applications, Oxford: Elsevier, 2006, 157-188 p.Chapter in book (Other academic)
    Abstract [en]

    This chapter presents, discusses and illustrates a method for the analysis of revision of form and concepts in online writing. Keystroke logging was coupled with stimulated recall to assist the development of the LS-taxonomy for online writing revision. Revisions are fundamentally divided according to their position in the text and according to their effect on the developing text. Revision occurs either within the previously written text or at the point of inscription. Revisions at the point of inscription are characterised by being only preceded by written text; the revisions occur in the course of transcription. During the writing process, revisions interact actively with pauses and other revisions. The complex nature of discourse in development, the issues of multiple categorisation of revision and the linking of revisions and pauses together as revision episodes, and how these impact upon the use of the LS-taxonomy is ovenviewed. All LS-taxonomy categories are thoroughly exemplified by examples from a corpus of keystroke-logged data of first language Swedish and English as a foreign language (EFL) compositions.

  • 26.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Department of language studies.
    Ett skrivexperiment i skolmiljö: datoranalys som metod2008In: Se skolan: forskningsmetoder i pedagogiskt arbete / [ed] Carina Rönnqvist & Monika Vinterek, Umeå: Fakultetsnämden för lärarutbildning, Umeå universitet , 2008, 41-53 p.Chapter in book (Other academic)
  • 27.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Arts, Modern Languages.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Modern Languages.
    The LS graph: A methodology for visualising writing revision2002In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 52, no 3, 565-595 p.Article in journal (Refereed)
    Abstract [en]

    The writing process has long been a subject for investigation. Until recently researchers have been restricted to written protocols for the analysis of writing sessions. These provide vast amounts of information from which it is impossible to create detailed mental representations of the writer’s movements around the text, revision activity, or pause behavior. Computer keystroke –logging programs, which record all keystrokes and mouse actions, facilitate the collection of quantitative data about text creation. This article presents the LS graph, a novel way of graphically representing and summarizing the quantitative data collected when keystroke logging. Further, the graph can be combined with a detailed manual analysis of the individual revisions that can be undertaken by playing back the logged writing session.

  • 28.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Writing and the Analysis of Revision: An Overview2006In: Computer keystroke logging and writing: methods and applications / [ed] Kirk P. H. Sullivan, Eva Lindgren, Oxford: Elsevier, 2006, 31-44 p.Chapter in book (Other academic)
    Abstract [en]

    This chapter introduces the reader to the complexities of revision analysis and problematises the issues surrounding the development of revision taxonomies, 'online' revision analysis and the categorisation of online revisions. For the reader unfamiliar with the writing process, the chapter begins by overviewing the writing process. This introduction to the writing process provides the reader unfamiliar with writing and revision processes with a ground for understanding of the complexity of revision and the overview of revision presented in this chapter. After reading this chapter, the reader will have the necessary understanding of the writing and revision processes to follow the arguments relating to the development of an online revision taxonomy and online revision categorisation presented by Lindgren and Sullivan (this volume, Chapter 9).

  • 29.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Lindgren, Urban
    Umeå University, Faculty of Social Sciences, Department of Social and Economic Geography.
    Spelman Miller, Kristyan
    GIS for writing: Applying Geographical Information Systems Techniques to Data Mine Writings' Cognitive Processes2007In: Writing and Cognition: Research and Applications, Amsterdam: Elsevier, 2007, 83-96 p.Chapter in book (Other academic)
    Abstract [en]

    This chapter presents the use of the Geographical Information Systems (GIS) for data mining and visualising information about cognitive activities involved in writing. The information can be collected from various sources, such as keystroke logs, manual analysis of stimulated recall sessions and think-aloud protocols. After an introduction to the GIS, an English as a foreign language (EFL) writing session is used to explain how to create the various GIS layers from the different information/analysis sources, and show how they can be easily data mined using the GIS techniques to improve our understanding of the cognitive processes in writing. The illustrative graphs used to provide an insight into the methodology are based on keystroke-logged data, manual researcher-based analyses and coded stimulated recall data that were collected after the writing session. Also a tool for visualisation and data mining, the GIS technique can support analysis of the interaction of cognitive processes during writing focusing on the individual writer, differences between writers or the writing processes in general. Depending on the research question, GIS affords the possibility to aggregate data to the level of writers, de-aggregate data in any way chosen or display data as attributes of individuals.

  • 30.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Outakoski, Hanna
    Umeå University, Faculty of Arts, Department of language studies.
    Westum, Asbjørg
    Umeå University, Faculty of Arts, Department of language studies.
    Researching literacy development in the globalised North: studying tri-lingual children's English writing in Finnish, Norwegian and Swedish Sápmi2016In: Super Dimensions in Globalisation and Education / [ed] David R. Cole & Christine Woodrow, Singapore: Springer, 2016, 55-68 p.Chapter in book (Refereed)
  • 31.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk
    Umeå University, Faculty of Arts, Department of language studies.
    Zhao, Huahui
    Umeå University, Faculty of Arts, Department of language studies.
    Deutschmann, Mats
    Umeå University, Faculty of Arts, Department of language studies.
    Steinvall, Anders
    Umeå University, Faculty of Arts, Department of language studies.
    Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill: an Example from the Translation Classroom2011In: Human Development and Global Advancements through Information Communication Technologies: New Initiatives / [ed] Susheel Chhabra & Hakikur Rahman, Hershey USA: IGI publishing , 2011, 1, 188-210 p.Chapter in book (Refereed)
    Abstract [en]

    Life-long learning skills have moved from being a side-affect of a formal education to skills that are explicitly trained during a university degree. In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with Peerbased intervention assisted the students in discussing how they worked with their translations, enabled them to see how their ideas relating to the translation developed as they worked with the text, develop reflection skills and learn from their peers. The process showed that Computer Keystroke logging coupled with Peer-based intervention has to potential to (1) support student reflection and discussion around their translation tasks, (2) enhance student motivation and enthusiasm for translation and (3) develop peer-to-peer supported reflection as a life-long learning skill.

  • 32.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Westum, Asbjørg
    Umeå University, Faculty of Arts, Department of language studies.
    Outakoski, Hanna
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Department of language studies.
    Meaning-making across languages: a case study of three multilingual writers in Sápmi2017In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 14, no 2, 124-143 p.Article in journal (Refereed)
    Abstract [en]

    Sápmi is a geographical area that runs across the Kola Peninsula in Russia to northern Finland, Norway and Sweden. All Sami languages have been going through a rapid language change process and many of the traditional language domains have disappeared during the last decades due to previous national and local language policies. Nevertheless, recent growth of positive attitudes towards Sami languages and culture both within and outside the Sami group has given new momentum to the language revitalisation process. At the same time, English is becoming more present in the Sami context through tourism, media and popular culture. This study investigates 15-year-old writers' meaning-making in three languages they meet on a daily basis: North Sami, the majority language Finnish/Norwegian/Swedish and English. Data were collected in schools where writers wrote two texts in each language, one argumentative and one descriptive. Using a functional approach, we analyse how three writers make meaning across three languages and two genres. Results show that writers made use of similar ways of expressing meaning on the three levels we investigated: ideational, interpersonal and textual, but also how the production differed between the texts, and how context and content interacted with writers’ meaning-making in the three languages.

  • 33.
    Mellenius, Ingmarie
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Att identifiera talare - ett problem för rättslingvistiken2008In: Texter till Thomas: festskrift till Thomas Kihlberg april 2008 / [ed] Git Claesson Pipping, Göteborg: Livréna , 2008, 136-141 p.Chapter in book (Other academic)
  • 34.
    Outakoski, Hanna
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Westum, Asbjørg
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Department of language studies.
    Researching writing development to support language maintenance and revitalization: Methodological challenges2016In: Indigenous Writing and Education / [ed] Sullivan, Kirk, and Cocq, Coppélie, Leiden, Netherlands: Brill Publishing , 2016Chapter in book (Refereed)
  • 35.
    Sjöström, Maria
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Eriksson, Erik J
    Zetterholm, Elisabeth
    Sullivan, Kirk P H
    A bidialectal experiment on voice Identification2008In: Working Papers,: Department of Linguistics and Phonetics, Lund University, Sweden, Vol. 53, 145-158 p.Article in journal (Other academic)
  • 36. Spelman Miller, Kristyan
    et al.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    The psycholinguistic dimension in second language writing: Opportunities for research and pedagogy using computer keystroke logging2008In: TESOL Quarterly, Vol. 42, no 3, 433-454 p.Article in journal (Refereed)
  • 37. Spelman Miller, Kristyan
    et al.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Keystroke logging: an introduction2006In: Computer Keystroke Logging and Writing: Methods and Applications, Oxford: Elsevier, 2006, 1-9 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter introduces the reader to keystroke logging of writing processes as a research method and places this method at the centre of writing research. We overview the features of the keystroke logging software that is currently available, indicate its domain of application and set the stage for the topics interrogated in this volume.

  • 38.
    Sullivan, Kirk
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Enever, Janet
    London Metropolitan Universtiy.
    Language Europe?2009In: Globalisation and europeanisation in education in Europe / [ed] S.L. Robertson, & R. Dale, Oxford, Engand: Symposium Books , 2009, 1, 215-231 p.Chapter in book (Other academic)
  • 39.
    Sullivan, Kirk P H
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Lindgren, EvaUmeå University, Faculty of Teacher Education.
    Computer keystroke logging and writing: methods and applications2006Collection (editor) (Other academic)
  • 40.
    Sullivan, Kirk P H
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Lindgren, Eva
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. Umeå University, Faculty of Arts, Department of language studies.
    Digital tools for the recording, the logging and the analysis of writing processes: Introduction, overview and framework2006In: Writing and Digital Media, Oxford: Elsevier, 2006, 153-157 p.Chapter in book (Refereed)
    Abstract [en]

    This subchapter provides an introduction to the possibilities and limitations of digital tools for recording of writing processes, a comprehensive framework in which the digital tools that are explained further in the subchapters 2-5 are integrated and a critical perspective to the characteristics of the tools, their usage and related automatic analyses.

  • 41.
    Sullivan, Kirk P. H.
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Modern Languages.
    Self-assessment in autonomous computer-aided L2 writing2002In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 56, no 3, 258-266 p.Article in journal (Refereed)
    Abstract [en]

    This article presents the results of a study carried out in Sweden to investigate the promotion of self‐assessment and reflection in the adult second language (L2) classroom. A method is proposed in which the computer is used first to record a writing session, and later to replay the entire text production in retrospective peer sessions. The method provides the students with an opportunity to look into their own composing processes both linguistically and holistically, as they view and discuss the reasons behind the different actions during the writing process. Results show that after using the method, all writers experienced useful, although different, insights into their own writing behaviours. Furthermore, this method is not restricted to an L2 environment, but is likely to be effective in other learning situations where reflection is useful for the acquisition process.

  • 42.
    Sullivan, Kirk P H
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Lindgren, Eva
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. Umeå University, Faculty of Arts, Department of language studies.
    Supporting Learning, Exploring Theory and Looking Forward With Keystroke Logging2006In: Computer Keystroke Logging and Writing: Methods and Applications, Oxford: Elsevier, 2006, 203-211 p.Chapter in book (Other academic)
    Abstract [en]

    Keystroke logging is an approach to writing research that cart also be used in teaching and exploring existing theories. This chapter overviews how keystroke logging call be used, and has been used, in the writing, language and translation classroom, illustrates how keystroke logging can provide new insights that call be used to interrogate theory and considers how keystroke logging's capabilities can be extended to provide a bright future for this technology.

  • 43.
    Sullivan, Kirk P. H.
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Lindgren, Eva
    Umeå University, Faculty of Arts, Department of language studies.
    Mellenius, Ingmarie
    Umeå University, Faculty of Arts, Department of language studies.
    Att studera skrivande med hjälp av loggning2008In: Tekniken bakom språket / [ed] Rickard Domeij, Norstedts Förlag, 2008, 189-206 p.Chapter in book (Other academic)
  • 44.
    Torstensson, Niklas
    et al.
    Kommunikation och information, Högskolan i Skövde.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    The Court Interpreter: Creating an interpretation of the facts2011In: International Journal of Law, Language & Discourse, ISSN 1839-8308, Vol. 1, no 3, 59-83 p.Article in journal (Refereed)
    Abstract [en]

    A fair trail is impossible without an interpreter when anyone taking part in the court proceedings does not know the national language, yet the use of an interpreter affects the judging of an immigrant and perhaps their right to a trial as fair as the one offered to a native speaker of the national language. At times courtroom conversation using an interpreter gets confusing, interrupted, and breaks down. These disfluencies can be the result of a lack of linguistic and cultural insight by any of the parties. This paper focuses on how interpreters and legal staff perceive the court interpreter’s role, and the creation of the interpretation. Using qualitative semi-structured interviews, it became clear that the interpreter and the lay judge hold different views. The interviews also revealed a degree of mutual mistrust.. Yet, in spite of this, a feeling that the bilingual communication in the courts works reasonably well most of the time also came through in the interviews and that with better education for all parties the courtroom could become a fairer legal context.

  • 45.
    van Doorn, Jan
    et al.
    Umeå University, Faculty of Medicine, Department of Clinical Sciences, Speech and Language Therapy.
    Karlsson, Fredrik
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Department of language studies.
    An acoustic investigation of the Swedish child’s acquisition of obstruent place of articulation2008In: Acoustics'08 Paris : June 29 - July 4, 2008, Paris: Société Française d'Acoustique (SFA) , 2008, 681-686 p.Conference paper (Other academic)
    Abstract [en]

    Speech produced by children in the initial stages of development does generally not uphold as many phonetic distinctions as speech sounds produced by adults. A child's productions of different target words may therefore have similar acoustic properties and result in homonyms being perceived by the adult observer. This study presents a longitudional investigation into the development of place of articulation from non‐distinctive to distinctive productions in word‐initial obstruents produced by 22 Swedish children (aged 18 ‐ 48 months). The data was collected through monthly recordings, approximatelly one year per child. The acoustic correlates analysed were spectral diffuseness, spectral skewness and spectral tilt for plosives and spectral skewness, spectral kurtosis, spectral variance and F2 onset frequency for fricatives. The results show a developmental trend in spectral skewness that is indicative of a increasing number of acquired phonetic contrasts. Spectral tilt change, F2 onset frequency, spectral mean and spectral variance provide evicence of within‐category refinement wich is argued to be caused primarilly by advancements in motor control.

  • 46.
    Vinka, Mikael
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Waldmann, Christian
    Umeå University, Faculty of Arts, Department of language studies.
    Kroik, David
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Developing a spoken corpus for South Saami language teaching and learning2015In: Språkdidaktik: Researching Language Teaching and Learning / [ed] Eva Lindgren & Janet Enever, Umeå: Department of Language Studies, Umeå University , 2015, 75-84 p.Chapter in book (Refereed)
    Abstract [en]

    In Chapter 5 Mikael Vinka, Christian Waldmann, David Kroik and Kirk Sullivan consider the creation of corpora in the Saami language and how these can be used to support minority language education in pre-school. Using examples both from the CHILDES database and from South Saami they illustrate how corpora may support the development of culturally relevant teaching materials.

  • 47.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Dockrell, Julie
    Umeå University, Faculty of Arts, Department of language studies. UCL Institute of Education.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Att stödja elevers talspråksutveckling: lärmiljöer, lärtillfällen och interaktioner i klassrummet2016Conference paper (Refereed)
  • 48.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Dockrell, Julie
    Umeå University, Faculty of Arts, Department of language studies. UCL Institute of Education.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting indigenous bilingual children's oral language development2015In: ALAA/ALANZ/ALTAANZ 2015: Learning in a Multilingual World, Adelaide, November 30-December 2, 2015, 2015, 132-132 p.Conference paper (Refereed)
    Abstract [en]

    The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages, and a primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. However, Sweden continues to receive criticism from the Committee of Ministers of the Council of Europe for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training. Oral language development is central to a child ́s ability to access the curriculum and develop literacy skills. All children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language skills. Little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children ́s oral language development. We report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.

  • 49.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Dockrell, Julie
    Umeå University, Faculty of Arts, Department of language studies. UCL Institute of Education.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting language learning environments, opportunities and interactions in bilingual Sami-Swedish (pre)school contexts2016In: 14th Annual Hawaii International Conference on Education, Honolulu, January 3-6, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages:

    In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. (Article 30).

    In Sweden, the parliament affirmed the right of national minorities to learn, use and develop their minority languages in 2005, and in 2009 this right was written into Swedish law (the Swedish Language Act 2009:600, and the Act on National Minorities and National Minority Languages 2009:724). However, Sweden continues to receive strong criticism from the Committee of Ministers of the Council of Europe (2015) for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training.

    Oral language development “is central to a child´s ability to access the curriculum and develop literacy skills” (Dockrell et al 2010). In a minority language context, supporting oral language skills is central for language maintenance and revitalization, and for developing a functional bilingualism. A primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. Considering the importance of oral language, all children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language and communication skills for all languages. Supporting and enhancing oral language skills for the diverse learners in school settings can be challenging, and little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children´s oral language development. In this presentation, we report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool (Dockrell et al 2015) to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.

    References

    Council of Europe. (2015). European charter for regional or minority languages. Application of the Charter in Sweden. 5th Monitoring Cycle. http://www.coe.int/t/dg4/education/minlang/Report/EvaluationReports/SwedenECRML5_en.pdf [downloaded on July 16, 2015].

    Dockrell, J.E, Bakopoulu, I., Law, J., Spencer, S. & Lindsey, G. 2015. Capturing communication supporting classrooms: The development of a tool and feasibility study. Child Language Teaching and Therapy, 1-16.

    Dockrell, J.E., Stuart, M., & King, D. 2010. Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, 80, 4, 497-515.

    Act on National Minorities and National Minority Languages (2009:724).

    Swedish Language Act (2009:600)

    United Nations. (1989). Convention on the Rights of the Child. http://www.ohchr.org/ Documents/ProfessionalInterest/crc.pdf [downloaded on July 16, 2015].

  • 50.
    Waldmann, Christian
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Kroik, David
    Umeå University, Faculty of Arts, Department of language studies.
    Vinka, Mikael
    Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Department of language studies.
    Supporting minority languages: issues and problems with creating and using spoken language corpora2014In: 17th World Congress of the International Association of Applied Linguistics (AILA), Brisbane, August 10-15, 2014, 2014Conference paper (Refereed)
    Abstract [en]

    This presentation considers creation of spoken minority language corpora and how these can be used to support minority language education across the entire educational spectrum. The Saami languages are a group of minority languages spoken in Northern Scandinavia, Finland and Russia. In the Saami context there is currently one major language project that focuses on North Saami, Davvisámegiel mánáid giellaovdáneapmi (DASAGO), and is building two longitudinal corpora, one for monolingual acquisition and one for bilingual North Saami/Norwegian. Of the Saami languages, North Saami is the most widely spoken with approximately 25 000 speakers. The DASAGO project has no explicit educational objectives, yet its findings will be of relevance for the development of educational materials for North Saami. Another project creating an oral language corpus for a Saami language is Mávulasj, a spoken Lule Saami documentation project that has explicit educational objectives. Lule Saami has approximately 500 speakers. Creating spoken language corpora that are of relevance for education is complex. Drawing on the experiences of creating these corpora, we explore the complexities of spoken minority language corpus creation through an ongoing South Saami project based in Umeå, Sweden. South Saami is a language with circa 500 speakers and in contrast to North Saami the speakers are spread over a large geographic area. The low number of speakers, the geographical spread, and the even lower number of advanced first language speakers, poses additional problems for the South Sami spoken corpus’ construction, and its use in the development of education materials. Using examples, we illustrate how corpora can be used to support the development of culturally relevant innovative teaching materials that can assist in language revitalization, and illustrate how corpora can be misused and result in linguistically incorrect teaching materials.

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