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  • 151.
    Nilsson, Skans Kersti
    University of Borås, Swedish School of Library and Information Science.
    Litteratur om "Larsoniterna" eller "Larsarenerna, som utvandrade till Jerusalem 1896 samt om Selma Lagerlöfs behandling av motivet i romanen "Jerusalem" (1901-02)1996In: Bron mellan Nås och Jerusalem: om Nåsböndernas utvandring till Jerusalem i verklighet och dikt, Lagerlöfstudier , 1996, p. 117-133Chapter in book (Other (popular science, discussion, etc.))
  • 152.
    Nilsson, Skans Kersti
    University of Borås, Swedish School of Library and Information Science.
    Läsning som livskunskap: några exempel i biblioteksforskning och bibliotekarieprofession2009In: Litteratur som livskunskap / [ed] Skans Kersti Nilsson, Torsten Pettersson, 2009, p. 85-89Chapter in book (Other academic)
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  • 153.
    Nilsson, Skans Kersti
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Pettersson, Torsten
    Litteratur som livskunskap: tvärvetenskapliga perspektiv på personlighetsutvecklande läsning2009Collection (editor) (Other academic)
    Abstract [sv]

    Litteraturen diskuteras av hävd livligt, och så har det också varit på senare tid. Tydliga exempel är kanondebatten för några år sedan och den nu aktuella debatten om fakta och fiktion. Mindre uppmärksamhet har däremot i både forskning och media ägnats litteraturens betydelse och funktion för läsarens existentiella och sociala personlighetsutveckling. I syfte att stärka detta viktiga område anordnades därför det tvärvetenskapliga symposiet ”Litteratur som livskunskap” i Borås den 23–24 september 2008. Det var ett samarrangemang mellan Institutionen för biblioteks och informationsvetenskap vid Högskolan i Borås (Skans Kersti Nilsson)och Litteraturvetenskapliga institutionen vid Uppsala universitet (Torsten Pettersson). Evenemanget finansierades av Riksbankens jubileumsfond. Symposiets utgångspunkt var att lyfta fram det intellektuella, emotionella och funktionella samspelet mellan litteraturen och läsaren, litteraturens möjlighet att stimulera tankar och känslor inom individen men också tankeutbyte mellan individer. Denna litteratursyn förekommer inom många områden och ämnesdiscipliner. Att bedriva och utveckla motsvarande forskning är en uppgift för litteraturvetenskap, för biblioteks- och informationsvetenskap, för svenskämnets didaktik och i lärarutbildningen, för medicin och vårdvetenskap, för psykologi, psykiatri och psykoterapiutbildning, för filosofi och teologi. Här finns det sammantaget en stor potential för nya insikter. Det positiva gensvar som vi fick då vi kontaktade forskare från dessa områden visar också att en tvärvetenskaplig samling uppfattas som angelägen. Samtliga sjutton föredrag som hölls vid symposiet levererades sedan också – ibland i något omarbetad form – för denna volym. Ordet ”livskunskap” har av volymens redaktörer valts med anknytning till den amerikanska filosofen Martha Nussbaums banbrytande arbete om filosofi och litteratur, Love’s Knowledge (New York 1990). Nyaristotelikern och dygdeetikern Nussbaum har i sin forskning ställt frågan om hur vi bör leva. Målet för människans liv är, menar hon, självförverkligande. Det uppnås då vi väljer att leva ett gott liv, och svaret på frågan ”Hur bör vi leva?” finner vi inom oss själva. Detta svar är alltså i viss mening subjektivt men, som hon tydligt markerar, därför inte relativistiskt. Det råder betydande enighet om vad som är grundläggande för ett gott mänskligt liv. Martha Nussbaum betraktar således relationen mellan litteratur och etik som mycket intim. Vi läser för att förverkligas, vi ”läser för livet” (”reading for life”, Love’s Knowledge, s. 29): för att ställa våra egna frågor till de texter vi älskar, för att söka bilder och förebilder att spegla våra liv i. Litteraturläsning ger, menar Nussbaum, den typ av kunskap som Aristoteles kallar ”fronesis”, d.v.s. praktisk kunskap baserad på en positiv uppfattning om människans förmåga till empati och medkänsla. Denna förmåga är väsentlig även för det demokratiska samhället. Den svenska terminologin på området är ännu inte etablerad och vårt ordval ”livskunskap” och ”personlighetsformande” motsvaras ibland av andra uttryck om ”verklighetsförståelse” och ”identitetsbyggande”. Gemensamma antaganden för denna volym och det symposium som den utgår från kan dock sägas vara: ”Litteraturen gestaltar en syn på livet”; ”Litteraturläsning skapar en dialog mellan text och läsare”; ”Denna dialog kan påverka läsarens livssyn och personlighetsutveckling”; och ”Denna påverkan är värd att studera i ett tvärvetenskapligt perspektiv”. Sammantaget, men i många fall också var för sig, kombinerar bidragen åtskilliga perspektiv. En gruppering av dem har därför inte varit alldeles lätt men ändå nödvändig för att läsaren skall se en grundläggande struktur. Boken liksom symposiet inleds med Juhani Ihanus keynoteföredrag, som ger ett historiskt och teoretiskt perspektiv på hur ordens och litteraturens betydelse kan uppfattas. Tillsammans med fem andra principiellt inriktade bidrag bildar det en första avdelning ”Historiska och teoretiska utgångspunkter”. Därefter följer ”Möten med litteraturen”, en avdelning som redogör för läsningens betydelse såväl individuellt som i (terapi)grupper och för möjligheterna att bedriva forskning kring detta. Den sista avdelningen ”Litteraturens roll inom skolan, biblioteken och högskolan” belyser, som rubriken anger, försöken att mer eller mindre målmedvetet utnyttja litteraturens potential som livskunskap inom utbildnings- och biblioteksväsendet. Genomgående för alla avdelningar är att många artikelförfattare också föreslår nya forskningsuppgifter. En ofta återkommande gemensam nämnare är då behovet att främja växelverkan mellan å ena sidan textorienterade vetenskaper och å andra sidan vetenskaper som koncentrerar sig på människans psyke. Det är en naturlig följd av ett enkelt men fundamentalt faktum, nämligen det att litteraturens värdefulla potential för livskunskap alltid i sista hand bygger på samspelet mellan textens beskaffenhet och läsarens psykiska konstitution. Det är en integrerad process – men den västerländska vetenskapssamhället splittrar upp den nödvändiga forskningskompetensen i olika discipliner. Denna volym är ett första litet steg i en mer integrerad riktning. Det är vår förhoppning att den skall stimulera svensk forskning till att fortsätta dess inriktning: att bättre förstå det intrikata samspelet mellan text och psyke för att kunna stöda och utveckla det i olika mänskliga sammanhang.

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  • 154.
    Nordgren, Pia
    Göteborgs Universitet.
    From sounds to speech and gestures: case studies of linguistic interaction in children with ASC2016Book (Other academic)
    Abstract [en]

    This thesis investigates the interrelationship between segmental phonology, prosody and gesture, as well as important factors for language development in individuals with autism spectrum condition (ASC), i.e. precursors. Furthermore, the thesis investigates the effects of an intervention given to two Swedish children (boys) with ASC, who were followed longitudinally over a period of 1-1 1⁄2 years. An intervention, where stimuli (minimal pairs) were gradually introduced, was constructed in order to increase awareness of phonemic contrasts and symbolic representations. The hypothesis, which was based on theories of overlapping networks for language and cognition, was that listening to sounds and watching production of sounds, in minimal pairs could lead to development of sound production, in general, and also to more advanced syllable constructions and use of new words. The idea was that cortical areas, including Broca’s area and areas for speech perception would be stimulated, which possibly could lead to secondary effects on prosodic and gestural development. The results of the thesis are in support of the existence of a cortical mechanism, for example, mirror neurons, which bridge between perception and production of speech. The studies were performed during three periods, which laid the ground for three corpora with video recorded materials. The training sessions took place at a special school for children with ASC, where teachers or a speech and language therapist conducted the sessions. Interviews were performed with the school staff and parents. According to the temporal order of language acquisition, phonological contrastive features were gradually introduced. Pairing the sounds with specific objects allowed for opportunity to train to distinguish meaning, which is a part of first-word-acquisition. All the sessions were video recorded, the corpora gathered and annotated.The first study focused on phonological development, general speech sound production in segments and syllables, phonological contrastive features, feature accuracy and auditory perceptual skills in one of the boys. Results of the study showed both a quantitative and qualitative development of speech sound production regarding the use of new phonological feature types, new syllable constructions and use of new words during the year. The results were significant, when comparing two periods, which suggests that phonological training can stimulate children with ASC to develop language and speech at 5 to 6 years of age. Thus, perception (and production) of phonological processing may not be rejected as a precursor for language development from this study. In this child with ASC, not only was there a delayed speech development but also a deviant one, both concerning segments and syllables, which is in line with previous studies that describe deviant phonological development in ASC. The second study investigated pitch, pitch range and duration in two boys, over duration of a year. Acoustic data were annotated and analysed. Autistic symptoms, such as increased pitch and increased pitch range decreased for the two boys. It was concluded that prosody developed, despite not being trained. Acoustic analyses of prosody may be useful indicators of language development and tools for diagnosis in ASC. In addition, analysis of threshold range is suggested in future studies in analysing prosody in ASC. The third study investigated deictic (declarative and imperative), general accompanying, ritualistic, iconic interactional and silent mouth gestures in one boy with ASC (the same boy as in Study I). The results showed a development of gestures, both deictic and general accompanying. The deictic gestures were contrary to expectations, more often declarative than imperative. Declarative gestures increased during the period, while imperative ones decreased. This study also shows how gestures may accompany speech in a very specific manner by the use of various hand shapes, which accompany syllables. Furthermore, results suggest that speech and gestures are interrelated. In summary, the three studies showed that segmental phonology, prosody and gestures are interrelated. Auditory (visual) perception is suggested to be an important precursor for language development in ASC from this study. Phonological processing is also related to prosody on the word and sentence level, and it may be suggested that training phonology in interaction may improve prosodic development. A finding was that F0 (Fundamental frequency) decreased more than expected in the two children, in relation to the literature on typical F0 development. Another finding was that the gestural development in one of the children showed a very close interrelationship between speech, gestures and the development of indexical functions. Use of both prosody and gestures increased despite not being trained. Furthermore, the two children developed in a similar way during the period of study, and positive development in general suggests that listening to and training with minimal pairs in triadic interaction may be useful for interventions in ASC. 

  • 155.
    Nordgren, Pia M
    Department of Philosophy, Linguistics and Theory of Science, University of Gothenburg, Gothenburg, Sweden.
    F0, F0 range and duration of utterances – Longitudinal single-subject studies of prosody in two Swedish children with ASC2015In: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 30, no 1, p. 29-48Article in journal (Refereed)
    Abstract [en]

    We investigated prosody in two Swedish boys with autism spectrum condition (ASC) and subjected them individually to a year-long segmental intervention which was analysed using a single-subject experimental design. Acoustic measures were taken for F0 levels, F0 range and duration. The data were evaluated for syllable structure, phrase length and accent 2. Results showed a decrease in augmented F0 levels and an increase in the proportion of utterances within intermediate F0 ranges. The boys developed prosodic patterns more similar to that of typically developing children. In addition, the use of the important Swedish accent 2 increased.

  • 156.
    Nordgren, Pia M.
    Department of Philosophy, Linguistics & Theory of Science University of Gothenburg Box 200 405 30 GOTHENBURG SWEDEN.
    Phonological Development in a Child with Autism Spectrum Disorder: Case Study of an Intervention2014In: Journal of Interactional Research in Communication Disorders/Equinox, ISSN 2040-5111, E-ISSN 2040-512X, Vol. 6, no 1, p. 25-51Article in journal (Refereed)
    Abstract [en]

    In this single case study with a multiple baseline approach, a five year-old Swedish boy, diagnosed with an autism spectrum condition, and having a bilingual background, was followed weekly for one year. In order to facilitate the acquisition of phonological contrasts and knowledge of symbolic representations, a training package with minimal pairs was gradually introduced. A corpus of the utterances in interaction with teachers and a speech pathologist was collected, transcribed, and analyzed. The results of the study showed a quantitative and qualitative development of sound production involving the use of new phonological feature types, new syllable constructions, and new words during the year. The delayed and deviant speech development, both concerning segments, syllables, and word boundaries in this child, is in line with studies that describe a deviant phonological development in individuals with autism.

  • 157.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    En kritisk granskning av kritisk läsning2009In: Perspektiv på läsning: liv, lust och läsning / [ed] Madeleine Ellvin, Lena Manderstedt, Svensklärarföreningen , 2009Chapter in book (Other academic)
  • 158.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Kritisk läsning på gymnasiet2009In: Manus, ISSN 2000-4028, Vol. 2, p. 4-5Article in journal (Other academic)
  • 159.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    Meningsbrytningar i olika former2014In: Rhetorica Scandinavica, ISSN 1397-0534, E-ISSN 2002-7974, no 65, p. 40-53Article in journal (Refereed)
    Abstract [en]

    Although previous research has addressed the characteristics of debates and argumentation I argue there is a need to expand the framework for analysing the forms of such oral activities, particularly regarding expressions of differences in opinion. Commonly applied analytical tools generally recognize just two forms, antagonistic and deliberative. By operationalising a conceptual set of categories, I show that this is too narrow. A third form (agonistic) can be recognized based on Chantal Mouffe’s theory of democracy and politics, and another form that is oriented to relativism. Thus, I propose an analytical framework with a set of four forms to address the nature of differences of opinion. In addition I provide empirical examples from a variety of contexts to support each form.

  • 160.
    Norlund, Anita
    University of Borås, School of Education and Behavioural Science.
    When anyone can publish anything: how to evaluate sources according to textbooks for different educational choices2007In: The Reading Matrix: an International Online Journal, E-ISSN 1533-242X, Vol. 7, no 1, p. 85-98Article in journal (Refereed)
    Abstract [en]

    This study emanates from an assumption that the skill of evaluating sources is placed in a complicated field, where an old academic tradition is paired with a contemporary emphasis on the possibilities and risks with modern sources. The aims of the study is to contribute with a description and analysis of these views as they are expressed in textbooks. The material consists of chapters in a range of recent textbooks, some aiming at upper secondary students at vocational programs and some at the more theoretical programs. Of particular interest is the interpersonal structure of the books. Common and diverse ways of addressing the readers are focused. Hence, the study takes a closer look at lingustic features, visual design, student tasks and the presentation of the motives for evaluating sources. The results of the study inform of procedures and choices that are intended to influence students’ critical reading. It exemplifies various views of what is desirable in the matter of evaluating sources and to what extent this fact is interfoliated with the type of program the students take. An analysis and a discussion of possible social consequences conclude the article.

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  • 161. Paggio, Patrizia
    et al.
    Allwood, Jens
    University of Borås, School of Business and IT.
    Ahlsén, Elisabeth
    Jokinen, Kristiina
    The NOMCO Multimodal Nordic Resource: Goals and Characteristics2010In: In Proceedings of the Seventh conference on International Language resources and Evaluation (LREC'10), Valetta, Malta, May 19-21 / [ed] N. Calzolari, K. Choukri, B. Maegaard, J. Mariani, J. Odijk, S. Piperidis, M. Rosner, D. Tapias, European Language Resources Association (ELRA) , 2010Conference paper (Refereed)
    Abstract [en]

    his paper presents the multimodal corpora that are being collected and annotated in the Nordic NOMCO project. The corpora will be used to study communicative phenomena such as feedback, turn management and sequencing. They already include video material for Swedish, Danish, Finnish and Estonian, and several social activities are represented. The data will make it possible to verify empirically how gestures (head movements, facial displays, hand gestures and body postures) and speech interact in all the three mentioned aspects of communication. The data are being annotated following the MUMIN annotation scheme, which provides attributes concerning the shape and the communicative functions of head movements, face expressions, body posture and hand gestures. After having described the corpora, the paper discusses how they will be used to study the way feedback is expressed in speech and gestures, and reports results from two pilot studies where we investigated the function of head gestures ― both single and repeated ― in combination with feedback expressions. The annotated corpora will be valuable sources for research on intercultural communication as well as for interaction in the individual languages.

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  • 162.
    Pennlert, Julia
    Umeå Universitet .
    Digitala metoder inom litteraturforskning: exempel. utmaningar och erfarenheter2018Conference paper (Other academic)
  • 163.
    Pennlert, Julia
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    I gränssnittet mellan hand och maskin - Julia Pennlert om nätpoesin och dess verkningar.2019In: Poesiåret 2018: Litteraturkritisk kalender / [ed] Magnus William Olsson, Stockholm: Örnen och kråkan , 2019Chapter in book (Other academic)
  • 164.
    Pennlert, Julia
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    I hovedet på en læser: Et forsøg på at forstå lydbogslæseren2020In: Passage, ISSN 0901-8883, E-ISSN 1904-7797, Vol. 83, p. 45-61Article in journal (Refereed)
  • 165.
    Pennlert, Julia
    University of Borås, Faculty of Librarianship, Information, Education and IT. Umeå Universitet .
    Litteratur genom örat: ett pilotprojekt om ljudbokens potential och begränsningar2018Conference paper (Refereed)
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  • 166.
    Pennlert, Julia
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Litteraturens digitala domäner: Att få (ny?) kunskap om samtidens litteraturbruk2020Conference paper (Other academic)
  • 167.
    Pennlert, Julia
    Umeå Universitet .
    Poesi pågår - en studie av Poeter.se 2003-20162018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation presents a study of Poeter.se, a Swedish web community for reading and writing poetry. The aim is to examine and analyze how a literary community online works, how the writers present themselves as authors and how conventions connected to poetry migrate into or are negotiated in the digital environment. The vast amount of material published on the website during the time-period 2003-2016 (2 million comments and about 860 000 poems) makes it imperative to raise questions about methodology and the dissertation highlights how a researcher dealing with digital material can combine methods. 

    The study is divided into six chapters in which I use different theoretical frameworks, such as the concept of digital paratexts, theories and discussions about the function of the author in a digital media landscape, and media-specific theories about how reading and writing can be approached when they occur online. The central research questions are: What characterizes the connection between genre-specific traits in poetry and the digital platform on which they are published? What kind of relations can be seen between the participants and their publication patterns, and the website? How do the members present their writing and their participation at the site?

  • 168.
    Pennlert, Julia
    Umeå Universitet .
    Poesiprocesser på internet2012In: Litteraturens nätverk: Berättande på internet / [ed] Christian Lenemark, Lund: Studentlitteratur AB, 2012, p. 65-76Chapter in book (Refereed)
  • 169.
    Pennlert, Julia
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Reading Patterns: Following the Traces of Digital Audiobook Users2020Conference paper (Other academic)
  • 170.
    Pennlert, Julia
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Röster om den kommersiella ljudboken i Sverige2019In: Digitalt / [ed] Anna Nordenstam & Suzanne Parmenius-Swärd, Stockholm: Natur & Kultur , 2019, p. 31-44Chapter in book (Other academic)
  • 171.
    Pennlert, Julia
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Textens teknologier: Digitalt läsande och läsfrämjande2020Conference paper (Other academic)
  • 172.
    Pennlert, Julia
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Ilshammar, Lars
    Från Strindberg till Storytel: Korskopplingar mellan ljud och litteratur2021Collection (editor) (Other academic)
    Abstract [sv]

    Den kommersiella ljudboken har med stora kliv gjort intåg på den svenska bokmarknaden. Men det faktum att allt fler väljer att tillägna sig litteratur genom en mobiltelefon och ett par hörlurar på samma gång som de pendlar till jobbet, tränar eller lagar mat har också lett till intensiv diskussion. Det är tydligt att ljudbokens framväxt kan kopplas till samhällets digitalisering i en mer generell bemärkelse, samtidigt som den synliggör relationen mellan text och teknologi, litteratur och livspussel.

    Men det finns skäl att inte stirra sig blind på dagens snabba teknikutveckling. I "Från Strindberg till Storytel" reflekterar ett antal forskare från olika vetenskapliga fält kring sambanden mellan ljud och litteratur i samtiden och det förflutna. Vad det handlar om är att vidga vårt perspektiv på ljudets betydelse för läsaren, författaren och litteraturen.Här finns närstudier som Cecila Björkén-Nybergs granskning av tre inläsningar av Hjalmar Söderbergs "Den allvarsamma leken" och Malin Nauwercks diskussion av den muntliga poetiken hos Astrid Lindgren, men också texter av ett mer teoretiskt, principiellt och framtidsinriktat slag. Den ”nya muntligheten” befinner sig fortfarande i utveckling och förändring. Hur ”ny” den nu egentligen är – högläsning var normen i många sammanhang ända fram till 1700-talets slut.

    "Från Strindberg till Storytel" är redigerad av Julia Pennlert och Lars Ilshammar, vilka också svarar för antologins inledning. Övriga medverkande är Karl Berglund, Cecilia Björkén-Nyberg, Annelie Bränström Öhman, Henrik Fürst Patrik Hedenius, Mats Malm, Jerry Määttä, Malin Nauwerck, Andreas Nyblom, Anders Ohlsson, Tobias Olofsson, Ylva Sommerland, Ann Steiner, Johan Svedje­dal och Sara Tanderup Linkis.

  • 173.
    Pennlert, Julia
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Tanderup Linkis, Sara
    Lunds Universitet. .
    Storytel Poetics: Podcasts and Storytel Originals2019Conference paper (Other academic)
    Abstract [en]

    Digital audiobooks experience growing popularity, and currently represents the fastest growing sector within contemporary publishing. This development has recently led publishers and distributors to develop content that is specifically targeted toward audio consumption. Reflecting the contemporary significance and popularity of podcasts, these new audiobooks draws on the narrative logics and aesthetics of podcasting, as they seek to attract podcast users as well as a traditional literary audience. The presentation will examine this connection between podcasts and audiobooks by focusing on the so-called Storytel Originals, serialized narratives produced specifically for audio consumption by the Swedish producer and distributor of audiobooks, Storytel. How do the Originals series navigate between traditional literary genres and the narrative aesthetics and usage associated with podcasting? What do these audiobook series and podcasts have in common, and how do they differ from each other? Drawing on theoretical work on podcasting, audiobooks and seriality by e.g. Richard Berry, Matthew Rubery and Frank Kelleter, we analyse two Originals series, Virus (2016-2018) and the true crime story, Golden State Killer (2019), comparing the serial narrative structure and usage of these series to that of contemporary podcasts such as Sarah Koenic’s Serial. Analysing similarities and differences between audiobooks and podcasts and focusing on uses of the serial format allow us to trace a connection to the traditional narrative and commercial logics of seriality that characterized, e.g. Victorian feuilleton novels and early radio drama, while also emphasizing how both formats, digital audiobooks and podcasting, develop new approaches to serial audio storytelling. In this way, the presentation will not only examine a new phenomenon in the audiobook sector, but also shed new light on broader developments in the digital distribution and consumption of audio narratives today.

  • 174. Pettersson, Torsten
    et al.
    Nilsson, Skans Kersti
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Nordberg, Olle
    Wennerström Wohrne, Maria
    Sammanfattningar och rekommendationer2015In: Litteraturen på undantag?: Unga vuxnas fiktionsläsning i dagens Sverige, Göteborg ; Stockholm: Makadam Förlag, 2015, p. 263-281Chapter in book (Other academic)
  • 175. Prentice, Julia
    et al.
    Loenheim, Lisa
    Göteborgs universitet.
    Lyngfelt, Benjamin
    Olofsson, Joel
    Tingsell, Sofia
    Bortom ordklasser och satsdelar. Konstruktionsgrammatik i klassrummet2016In: Svenskans beskrivning: [SvB.] 34 Förhandlingar vid trettiofjärde sammankomsten för svenskans beskrivning / [ed] A. W. Gustafsson, L. Holm, K. Lundin, H. Rahm & M. Tronnier, Lund: Lunds Universitet , 2016, Vol. 34, s. 385-397, p. 385-397Chapter in book (Refereed)
  • 176.
    Samuelsson, Yvonne
    et al.
    Stockholm University.
    Täckström, Oscar
    SICS / Uppsala University.
    Velupillai, Sumithra
    Stockholm University / KTH.
    Eklund, Johan
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Fišel, Mark
    University of Tartu.
    Saers, Markus
    Uppsala University.
    Mixing and blending syntactic and semantic dependencies2008In: CoNLL '08 Proceedings of the Twelfth Conference on Computational Natural Language Learning / [ed] Alexander Clark, Kristina Toutanova, Manchester, UK, 2008, p. 248-252Conference paper (Refereed)
    Abstract [en]

    Our system for the CoNLL 2008 shared task uses a set of individual parsers, a set of stand-alone semantic role labellers, and a joint system for parsing and semantic role labelling, all blended together. The system achieved a macro averaged labelled F1-score of 79.79 (WSJ 80.92, Brown 70.49) for the overall task. The labelled attachment score for syntactic dependencies was 86.63 (WSJ 87.36, Brown 80.77) and the labelled F1-score for semantic dependencies was 72.94 (WSJ 74.47, Brown 60.18).

  • 177.
    Skogström, Broney
    University of Borås, Central Administration.
    Ansätze zu einem pragmatischen Drama1994In: Jahrestagung, no 25Article in journal (Other academic)
  • 178.
    Skogström, Broney
    University of Borås, Central Administration.
    Ein Text zwischen Sinnbildern. Die Kategorie Intertextualität in "Spaziergang(I)" von Robert Walser.1998In: Hanseatisches Linguistik-Kontor Riga-Bremen. Textanalysen und Interpretationen II, Vol. 8, p. 88-108Article in journal (Other academic)
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  • 179.
    Skogström, Broney
    University of Borås, Central Administration.
    Konzept einer Textanalyse (am Beispiel einer "Exemplum"): Rede aus dem Bereich der Wirtschaft)2001In: Linguistik als Kulturwissenschaft: Festschrift für Bernd Spillner zum 60. Geburtstag / [ed] Hartmut Schröder, Petra Kumschlies, Maria Gonzáles, Peter Lang Verlag der Wissenschaften. Frankfurt am Main , 2001, p. 147-163Chapter in book (Other academic)
  • 180.
    Skogström, Broney
    University of Borås, Central Administration.
    Bjorvand, Harald
    Schöndorf, Kurt Erich
    Wahrnehmungsprozesse in sprachlichen Äusserungen1994In: Sprachgermanistik in Skandinavien II. Akten des III. Nordischen Germanistentreffens, Vol. 16, p. 196-203Article in journal (Other academic)
  • 181.
    Skogström, Broney
    University of Borås, Central Administration.
    Zur Analyse einer Exemplum-Rede. Thesen des Vortrags auf der GAL-Jahrestagung in Kassel1996In: GAL-Bulletin: Zeitschrift für Angewandte Linguistik, ISSN 0175-2103, Vol. 25Article in journal (Other academic)
  • 182.
    Skogström, Broney
    et al.
    University of Borås, Central Administration.
    Skogström-Filler, André
    Die Rahmenerzählung, ein verkleideter Text?1996In: Moderna Språk, ISSN 0026-8577, Vol. XC, no 2, p. 160-167Article in journal (Other academic)
  • 183.
    Strandberg, Viktoria
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Avledningar och sammansättningar på Synonymer.se2022Conference paper (Other academic)
    Abstract [sv]

    Definitioner, synonymer, antonymer, uttalsinformation, etymologi, böjningsformer, kollokationer och exempelmeningar – dagens digitala ordböcker verkar vid en första anblick innehålla allt en användare kan tänkas behöva. Men var hittar användaren information om avledningar och sammansättningar som ett ord kan ingå i? Den här posterpresentationen illustrerar hur tre nya moduler per uppslagsord har tagits fram i den digitala ordboken Synonymer.se, en ordbok som i både arbetssätt och syfte skiljer sig ganska mycket från ordböckerna på Svenska Akademiens ordboksportal, men som ändå lyckats bli en av Sveriges mest välbesökta lexikografiska webbsidor.

    För varje relevant uppslagsord hittar användaren numera även följande information om sammansättningar och avledningar: 1. vilka avledningar som kan bildas av uppslagsordet, 2. vilka sammansättningar uppslagsordet kan ingå i samt 3. vilka ord sammansättningar består av. Ett sådant projekt ställer dock redaktören inför flera utmaningar. Förstår alla användare vad som avses med förhållandevis avancerade språkvetenskapliga termer som ”avledningar” och ”sammansättningar”? Hur många delar ska sammansatta ord delas upp i? Och vad ska egentligen definieras som en avledning; måste orden vara både form- och betydelsemässigt uppenbart lika varandra, eller kan det ibland räcka med ett etymologiskt släktskap orden emellan? Med denna posterpresentation hoppas jag kunna visa hur redaktionen på Synonymer.se har navigerat mellan språkvetenskaplig korrekthet och allmän begriplighet i syfte att skapa information om sammansättningar och avledningar i en förståelig och lättillgänglig digital ordbok.

  • 184.
    Strandberg, Viktoria
    Göteborgs universitet.
    Initiala annex i en teckenbaserad konstruktionsgrammatik2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Initiala dislokationer (ID) och fria initiala annex motsvarande fria adverbial i den inre satsen (FIA) är båda strukturer med ett led framför den inre satsen. Medan ID även har en pronominell kopia inuti den inre satsen som syftar på det initiala ledet, finns inget sådant led i den inre sats som följer på FIA. ID och FIA undersöks i detta arbete från ett konstruktionsgrammatiskt perspektiv, och beskrivs som konstruktioner bestående av en form med en betydelse. Betydelsen utgörs av det initiala ledets informationsstruktur, eftersom tidigare studier visat att åtminstone ID bär på en viss informationsstruktur. En analys av sammanlagt 295 belägg på ID och FIA, mestadels insamlade från talspråkskorpusen Gymnasisters språk- och musikvärldar samt från spontan konversation, visar att ID kan konstrueras på många olika sätt, men att hälften av alla belägg kan delas upp i tre olika konstruktionsmönster, där ID:S syntaktiska form är densamma, liksom den pronominella kopians grammatiska kategori, position och syntaktiska funktion. Särskilt intressant är att ID visat sig inte bara kunna ange satsens topik, utan att den ofta även anger scen, samt stundom vokativtopik och mer sällan även fokus. Beläggen på FIA visar att dessa utgör en gemensam konstruktion där FIA kan anta vilken form som helst så länge denna fungerar som adverbial samt har den informationsstrukturella statusen scen. ID och FIA redovisas här som konstruktioner i ramverket Sign-based Construction Grammar, som i detta arbete för första gången introduceras och i viss mån anpassas till svenska. Konstruktionerna formuleras även som konstruktikonposter i konstruktionsdatabasen Svenskt konstruktikon. Slutligen presenteras även ett utkast för hur ID och FIA kan inordnas i det mentala konstruktikonet, det konstruktionsnätverk som vår grammatik antas vara uppbyggd av. Här föreslås en annorlunda indelning av ID och FIA än den som presenteras i referensverket Svenska Akademiens grammatik, men som samtidigt kan inrymma referensverkets kategorier.

  • 185. Strandberg, Viktoria
    Initiala annex i en teckenbaserad konstruktionsgrammatik2019Report (Other academic)
    Abstract [en]

    Left-dislocations (Sw. initial dislokation ’initial dislocation’, ID) and hanging scenes (Sw. fritt initial annex som motsvarar ett fritt adverbial i den inre satsen ’free initial annex corresponding to a free adverbial in the main clause’, FIA) are both structures with a phrase preceding the main clause. While ID also has a pronominal copy, referring to that phrase, inside the main clause, no such copy is found in the main clause following FIA. This report investigates ID and FIA in a Construction Grammar framework, describing ID and FIA as constructions consisting of a form paired with an information structural meaning. An analysis of 295 instances of ID and FIA, most of them collected from spoken language, shows that ID can be construed in many ways, but that half of the instances of ID can be divided into three different construction patterns, where the following aspects are the same: the syntactic form of the ID and the pronominal copy, the syntactic function of the pronominal copy, the position of the pronominal copy, and the type of clause in which the pronominal copy occurs. In terms of information structure, the most interesting result is that ID does not only have the information structural status topic, but also scene, vocative topic and, at times, focus. The instances of FIA all have the information structural status scene, and these are used in any syntactic form instantiating that scene. Furthermore, ID and FIA are in this report formalized as constructions in the framework of Sign-based Construction Grammar, which is introduced in and applied to Swedish for the first time. The constructions are also formulated as entries in the construction database Swedish Constructicon. Finally, this report presents a preliminary sketch of how ID and FIA can be included in a constructicon network of Swedish, i.e. the mental network our grammars consist of. The proposed network introduces another categorization of ID and FIA than the one being used in the Swedish reference grammar, but the categories of the reference grammar could also be incorporated in this draft.

  • 186.
    Strandberg, Viktoria
    University of Gothenburg.
    Left-dislocation and hanging scene: A construction grammar account of two sentence-level constructions in contemporary Swedish2019Conference paper (Other academic)
    Abstract [en]

    Sentence level constructions were discussed in the very beginning of the establishment of the CxG-framework (Fillmore et al. 1988), and since then a lot of research has been made on argument structure (Goldberg 1995, Perek 2015). However, the most abstract sentence pat- terns for main and subordinate clauses in the Scandinavian languages has not yet been thoroughly investigated and widely accepted in the CxG community, which has also been pointed out by researchers from other fields, claiming that CxG is mainly interested in the periphery of lan- guage phenomena (Michaelis 2012). Convinced that CxG is capable of accounting for abstract sentence patterns, I want to show that this is possible by presenting my master’s thesis (Strandberg 2019), in which 

    the two constructions left-dislocation (ld-cxn) and hanging scene (hs- cxn) are investigated and described as attribute-value matrices in a Sign-Based Construction Grammar (Sag 2012).

    ld-cxn is a grammatical structure appearing in many languages and oc- curs when a main or subordinate clause is preceded by a phrase corres- ponding to a pronominal or an adverbial copy inside that clause, see (1). The fact that the first phrase in (1) is preceding the clause, not constitut- ing a part of it, makes the example acceptable in Swedish and other verb-second languages, where only one phrase may be placed before the finite verb. Therefore, in written Swedish, the hs-cxn in (2) may seem odd. In this example, there is no adverb inside the clause corresponding to the initial adverbial phrase, which has the information-structural status scene. hs-cxn often occurs in spoken Swedish and consists of an initial adverbial phrase constituting the scene for the main clause, which is mostly not inverted.

    (1)  [Torun,]ld [hon]copy hade aldrig åkt tunnelbana i hela sitt liv. “Torun, she had never taken the subway in her entire life.”(2)  [När vi träffades,]fia han hade ju aldrig tiggt på tunnelbanan i hela sitt liv.

    “When we met, he had never begged on the subway in his whole life.” (Example from Swedish TV)

    A number of Swedish studies has investigated ld-cxn, i.e. the Swedish Academy grammar (SAG 1999, see also Platzack 2010, Josefsson 2012, Holmberg 2019 to appear), but the characteristics of ld-cxn accounted for in SAG and other studies are not in line with the result in Strandberg (2017, 2019), showing that there is more variation to be accounted for, and that a majority of ld-cxns in Swedish can be summarized in three sentence patterns. hs-cxn on the other hand is only scarcely mentioned in the literature but can also be described as a construction in the same way as ld-cxn. As hs-cxn shows a lot of resemblance with ungrammat- ical Swedish main clauses where the verb-second rule is not followed, it needs to be fully investigated to show why it is not ungrammatical. In this talk, I will account for the results in Strandberg (2019), and thereby show the relevance of CxG-accounts of sentence-level constructions for the theoretical development of CxG-theory and for the practical con- structicography work.

    References

    Bresnan, J. et al. 2016. Lexical-functional syntax. Malden: Wiley Blackwell. Fillmore, C., P. Kay & M. C. O’Connor 1988. Regularity and idiomaticity in gram-

    matical constructions: the case of let alone. Language 64, 501–538. Goldberg, A. E. 1995. Constructions: A construction grammar approach to argu-

    ment structure. Chicago: University of Chicago Press.Holmberg, A. 2019 (to appear). On the bottleneck hypothesis of V2. In T. Bib-

    erauer & S. Wolfe (eds.), Reconsidering verb second.Josefsson, G. 2012. What’s first? On the left periphery in Swedish declaratives.

    In J. Brandtler et al. (eds.) Discourse and grammar. A festschrift in honor of Valéria Molnár, 411–431. Lund: Centre for Languages and Literature, Lund University.

    Michaelis, L. A. 2012. Making the case for construction grammar. In H. C. Boas & I. A. Sag (eds.), Sign-based construction grammar, 31–67. Stanford: CSLI.

    Perek, F. 2015. Argument structure in usage-based construction grammar. Experi- mental and corpus-based perspectives. Amsterdam: Benjamins.

    Platzack, C. 2010. Den fantastiska grammatiken. En minimalistisk beskrivning av svenskan. Stockholm: Norstedts.

    SAG = Teleman, U., S. Hellberg & E. Andersson 1999. Svenska Akademiens gram- matik. Stockholm: Norstedts Ordbok.

    Sag, I. A. 2012. Sign-based construction grammar: an informal synopsis. In H. C. Boas & I. A. Sag (eds.), Sign-based construction grammar, 69–202. Stanford: CSLI.

    Strandberg, V. 2017. Syntaktiska perspektiv på initiala annex i talspråket. Kandi- datuppsats i svenska språket. Göteborg: Institutionen för svenska språket, Göteborgs universitet.

    Strandberg, Viktoria. 2019a. Initiala annex i en teckenbaserad konstruktionsgram- matik. Magisteruppsats i svenska språket. Göteborg: Institutionen för svens- ka språket, Göteborgs universitet.

    Strandberg, Viktoria. 2019b. Initiala annex i en teckenbaserad konstruktionsgram- matik. Göteborg: Institutionen för svenska språket, Göteborgs universitet.

  • 187.
    Strandberg, Viktoria
    University of Gothenburg.
    Left-dislocation constructions in contemporary Swedish: A Sign-based Construction Grammar Account2021In: Constructions, E-ISSN 1860-2010Article in journal (Refereed)
    Abstract [en]

    Left dislocation constructions (LD cxns) exist in many languages, including Swedish. In Swedish, LD cxns traditionally occur when a phrase precedes a clause with a pronominal or adverbial copy referring to that phrase. Inspecting previous studies of LD cxn, most sources describe it as rather uniform: a declarative clause where the dislocated phrase has the information structural status of topic, the copy is a subject or an object, and the copy is placed immediately after the dislocation. This paper shows that there is more variation to LD cxns by presenting a Sign-Based Construction Grammar account of the Swedish LD cxn. Based on an empirical study of 295 LD cxns, the paper proposes that most LD cxns belong to one out of three different construction patterns, whereas almost as many LD cxns belong to more peripherical patterns. This means that a construction may have a few more prototypical instantiations, but that we need to investigate many examples to understand the construction better. LD cxns without copies are also investigated in this paper, and the conclusion reached is that this construction can be incorporated as a part of the LD cxn family.

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  • 188.
    Strandberg, Viktoria
    Göteborgs universitet.
    Syntaktiska perspektiv på initiala annex i talspråket2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Svenskan är ett s.k. V2-språk, vilket innebär att endast ett syntaktiskt led får föregå det finita verbet. Trots det kan man hitta exempel som (1) Mina småsyskon, de bråkar hela tiden och (2) För det första, jag kan inte komma på fredag, där fler än ett led står framför det finita verbet. Detta är exempel på utvidgade satser, där ett initialt annex placerats framför satsen. Initiala annex kan delas upp i två grupper: initiala dislokationer och fria annex. En initial dislokation utgörs av ett utflyttat satsled som representeras av en pronominell kopia inuti satsen enligt (1). Ett fritt annex består av ett fritt led, ofta med en lösare semantisk anknytning till satsen, som inte binder någon pronominell kopia enligt (2). Den här uppsatsen handlar om syntaxen hos initiala annex med fokus på initiala dislokationer. I talspråkskorpusen Gymnasisters språk- och musikvärldar analyseras utifrån Svenska Akademiens grammatik (SAG) hur ofta initiala dislokationer förekommer samt syntaxen hos dessa med avseende på funktion, form och position i satsen. Även fria annex placerade framför deklarativa huvudsatser undersöks. Ett exempel på det senare skulle kunna vara (3) men nuförtiden all hårdrock tycker ja nästan ä dåli liksom. Resultaten bekräftar delvis det som sägs om initiala dislokationer i SAG; de är t.ex. ofta subjekt i deklarativa huvudsatser. Däremot är fria adverbial vanligare som initiala dislokationer än bundna led som objekt och predikativ. Exempel där dislokation och kopia utgörs av näst intill identiska fraser finns också i materialet, vilket inte exemplifieras på samma sätt i SAG. Undersökningen har även kunnat fastställa att en initial dislokation och dess pronominella kopia kan ha flertalet syntaktiska former. Den vanligaste är NOMINALFRAS + PERSONLIGT PRONOMEN, tätt följt av NOMINALFRAS + INTENSIONELL ANAFOR. Resultaten visar också att bisatser kan ha initiala dislokationer i större utsträckning än vad som nämns i SAG, samt att exempel som (3) förekommer i materialet, om än i begränsad utsträckning. Initiala annex i talspråket är med andra ord ett område där syntaxen ännu inte är tillfredställande beskriven, något som den här uppsatsen hoppas synliggöra.

  • 189. Strandberg, Viktoria
    Was steht davor?: Einheiten vor dem Vorfeld in einem literarischen Text und seiner schwedischen Übersetzung2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Wer sich die Wortfolge deutscher Sätze genauer anschaut, dem wird auffallen, dass die Verben eine große Rolle dabei spielen. Das finite Verb lässt sich an mehreren Stellen des Satzes finden: An zweiter Stelle, d.h. nach dem ersten Satzglied, an erster Stelle und an letzter Stelle des Satzes. Anhand der Verbstellung lassen sich drei verschiedene Satztypen finden: Verbzweit-, Verberst- und Verbletztsätze. Ausgehend von diesen Satztypen kann man verschiedene Stellungsfelder für die Einheiten im Satz erkennen: Das Vorfeld, die linke Satzklammer, das Mittelfeld, die rechte Satzklammer und das Nachfeld. Diese Arbeit ist den Einheiten, die vor dem Vorfeld auftauchen, gewidmet. Ziel der Arbeit ist es zu untersuchen, welche Einheiten vor dem Vorfeld in dem literarischen Text Faserland zu finden sind.

  • 190.
    Suhonen, Lari-Valtteri
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Longitudinal Aspects of Naturalistic L3 Lexical acquisition: Cross-Linguistic Influence in the Multilingual Mental Lexicon2022Conference paper (Refereed)
    Abstract [en]

    Recent decades have seen extensive research on multilingual lexical activity in third language acquisition in oral production and writing. However, much less research has been done regarding the underlying changes in representationover the course of learning and the acquisition of conscious rules as a compensatory mechanism. The interplay between the two represents changes not necessarily noticeable in production. The focus of the present study is on change over the course of learning, departing from the notion that language acquisition is characterised by fluctuating competence (Ecke, 2015).The particular phenomenon, representing a challenge for language learners, that is the main focus of interest in the present study is translation ambiguity (Eddington & Tokowicz, 2013). Translation ambiguity refers to a situation where the meanings of words are different in a speaker’s languages, which has been proposed to increase the learner’s reliance on explicit rules (Jiang, 2002). The present study examined the learning of such words in a third language. More specifically, the present study examined longitudinal data – beginner to advanced fluency in the L3 – from L1 German and L2 English naturalistic learners of L3 Swedish (N=8). All six directions of cross-linguistic influence (CLI) were explored, both in relation to the participants’ conceptualizations of similarity as well as the time it took to make the evaluations. Additionally, the effects of psychotypology and cognitive control were analysed. In the data, forward CLI in the L3 seemed unavoidable during the tested stages of learning and the results corroborate the hypothesis that the participants were dependent on explicit rules in resolving translation ambiguity in the L3. That is, time on task was a reliable predictor of the quantity of CLI. Reverse CLI from the L3 in the L2 and the L1 seemed to primarily manifest at the language level in global inhibition effects. That is, when the proficiency in the L3 increased, not only did the specific items with translation ambiguity take longer to respond to, but the participants became successively slower in all items in the L2 and the L1 in those blocks that contained L3-derived translation ambiguous items. An unexpected effect of avoidance (Schachter, 1974) was found in the L2. A higher perceived similarity (between L1 and L2, as well as L2 and L3) correlated with longer time on task when the L2 (English) was the target language.

  • 191.
    Suhonen, Lari-Valtteri
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Multilingual experience results in early noticing and resolution of translation ambiguity in vocabulary learning2023Conference paper (Refereed)
    Abstract [en]

    One difficulty that arises when learning new words in a new language is whether the meaning of new lexical items aligns with pre-existing conceptual categorizations/representations. Previous research (e.g., Eddington & Tokowicz, 2013) refers to the lack of such alignment across languages as translation ambiguity. Jiang (2002) has proposed that learners are largely dependent on metalinguistic awareness in translation ambiguity resolution. If pre-existing metalinguistic awareness is a factor in learning and using translation-ambiguous items, it should be the case that experienced language learners (i.e., multilinguals) will outperform language learners with less experience. This would be expected to be the case since they – as a part of their previous successful acquisition of additional languages – have experience with the phenomenon. While experienced language learners have been found to be overall better at vocabulary learning than inexperienced language learners (Kausihanskaya & Marian, 2009; Papagno & Vallar, 1995; Van Hell & Mahn, 1997), the present study aims to investigate whether there is an additional effect for specifically translation-ambiguous items. This study compared language learners with little experience in foreign language learning (L1 English, N = 30) and experienced language learners (L1 Swedish and L2 English, N = 30). The participants learned both translation ambiguous and non-translation ambiguous items using virtual flashcards with a picture and the target item. During learning, time spent on each virtual flashcard during learning was recorded as were response time and accuracy during assessment. The experienced language learners were indeed overall faster during learning (est. -617ms, p = < 0.01), corroborating previous research. The difference between the groups decreased over the course of learning (est. 55ms, p = < 0.01). For translation ambiguous items, no significant differences between the groups were found in terms of accuracy. Furthermore, both groups were affected by translation ambiguity during assessment in that they used significantly more time on translation ambiguous items (est. 834ms, p = < 0.01). However, the experienced learners were comparatively less affected by translation ambiguity (est. - 513ms, p = < 0.01). It can be hypothesized that this is due to their pre-existing awareness of the phenomena as well as how to deal with it.

  • 192.
    Suhonen, Lari-Valtteri
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The interplay between forward and reverse CLI: a longitudinal study2023In: Theories and practices in language acquisition research, Uppsala, Jun 15-16, 2023., 2023Conference paper (Other academic)
  • 193.
    Tanderup Linkis, Sara
    et al.
    Lunds universitet.
    Pennlert, Julia
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Reading Patterns: Analyzing the Usage of Born-Audio Literary Narratives2021Conference paper (Other academic)
    Abstract [en]

    The increasing popularity of digital audiobooks significantly affects contemporary reading culture. As noted by Birgitte Stougaard Pedersen and Iben Have (2015), digital audiobooks make it possible to consume literature anywhere and always, through a smartphone and earphones. The audiobook thus fit well into modern everyday life, and digital audiobooks make up one of the fastest growing fields in contemporary publishing. The paper discusses how this development affects modes and concepts of reading while also making it possible to study reading patterns and processes in new ways. We complicate an established idea of audiobooks as promoting more distracted or passive reading than print books, drawing on theories by Lutz Koepnick, and Matthew Rubery. In this context, we also address the concept of distant reading and computer-assisted methods which have been discussed within Digital Humanities. Specifically, we focus on the usage of born-audio texts: that is, literary narratives produced specifically for audio consumption. Focusing on this emerging genre makes it possible to study the influence of the audiobook format on literary texts: their structure and language, as well as on listening patterns: how readers typically listen, for how long, and when they stop listening etc. Thus, we combine the theoretical discussion of audiobook consumption with quantitative analysis of data provided by the audiobook subscription service Storytel on the usage of born-audio narratives. This allows us to examine the effects of the born-audio format on modes of reading, or listening, while we also contribute to the ongoing exploration of how digital methods can be used to study literary consumption.

  • 194.
    Tholin, Jörgen
    University of Borås, School of Education and Behavioural Science.
    Om varumärken och språkens ställning2004In: KK för kompetens och kontinuitet eller kurser och kontaktnät eller... Om världen i Gula Villan, Uppsala: Uppsala Universitet , 2004Chapter in book (Other academic)
  • 195.
    Tholin, Jörgen
    University of Borås, School of Education and Behavioural Science.
    Ordinlärning för dyslexiska elever: och för alla de andra!2007In: Dyslexi, ISSN 1401-2480, Vol. 12, no 1, p. 22-23Article in journal (Other (popular science, discussion, etc.))
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  • 196.
    Tholin, Jörgen
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindqvist, AnnaKarin
    Språkval svenska/engelska på grundskolan: en genomlysning2009Report (Other academic)
    Abstract [en]

    When the Swedish nine-year compulsory school got new curricula and syllabi in 1994, the concept of Language Choice was introduced. All pupils will be offered to study a Modern Language: German, French or Spanish. Besides the Modern Languages the schools need to offer further English or Swedish. Pupils with another native language than Swedish are given the possibility instead to choose their native language or Swedish as a second language. Rather soon after the introduction of new curricula and syllabi it became apparent that there were a great number of pupils who chose to study Swedish or English. Many schools also made the two subjects into only one Language Choice, but even though this has become the largest Language Choice alternative it is, perhaps, the part of the compulsory school that has been most anonymous. We have analyzed the Language Choice alternative of Swedish - English. The purpose of the mapping is to get answers to uestions like • How is the Language Choice in Swedish and/or English organized? • Which are the contents of the teaching in the Language Choice of SwEng? • Does SwEng lead to an improvement of Swedish and English for the pupils who choose it? • When and why do pupils drop out of Modern Languages? • What do the pupils, teachers and principals think about SwEng? • How have the inspections of the National Swedish Agency for Education commented upon local variants of Language Choice organizations? • How has the organization of Optional Subjects in the nine-year compulsory school developed? To get answers to these questions we have carried out five types of data acquisitions: • An electronic survey has been carried out. 124 principals gaive answers to questions about how the Language Choice of Swedish/English is organized around the country. • We have carried out in-depth interviews with principals, teachers of Modern Languages, teachers of SwEng and pupils at eight schools which have been chosen to show a cross-section of the nine-year compulsory schools of the country. • The statistical material of the National Swedish Agency for Education has been studied to get answers to questions about how and when the pupils choose different Language Choice alternatives. • A study of the inspection reports made by the National Swedish Agency for Education has been carried out to examine report comments concerning the Language Choice. • We have studied school historical documents from the time when the trial with the comprehensive school started from 1949 till our days, to be able to describe the historical background regarding the history of Optional Subjects – and the role of languages in the nine-year compulsory school. The results show an activity not only lacking a name but also an identity.

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  • 197.
    Uddling, Jenny
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Att integrera ett språkligt fokus i ämnesundervisningen2019In: Litteraciteter och flerspråkighet / [ed] Kristina Aldén & Aina Bigestans, Stockholm: Liber, 2019, 1Chapter in book (Refereed)
  • 198.
    Uddling, Jenny
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Språk- och kunskapsutvecklande arbetssätt i studiehandledning2019Other (Other academic)
  • 199.
    Uddling, Jenny
    Stockholms universitet, Institutionen för språkdidaktik.
    Textsamtalens möjligheter och begränsningar i språkligt heterogena fysikklassrum2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis reports and discusses results from case studies of how two physics teachers process the language and subject content of textbook texts in interaction with their students, several of whom are second language learners. The overall aim is to study and contribute to knowledge about the didactic choices teachers make in relation to text-talks in linguistically diverse physics classrooms. In order to find out what might pose linguistic challenges for the students, the textbook texts used in the classrooms are also analyzed.

    Data was collected through video and audio recordings in a year 5 and a year 8 physics classroom, during a period of nine and seven weeks respectively, where physics was taught by teachers who identified themselves as having a language focus in science instruction. In addition to the classroom observations, semi-structured interviews with the teachers were conducted.

    The study is rooted in socio-cultural theory, including literacy and second language acquisition, and in social semiotics, including systemic functional linguistics (SFL) and multimodal perspectives. In the textbook texts, structural and lexicogrammatical features were analyzed. In the text-talks, the analysis focused on how language and content were processed in interaction with the students and what opportunities and limitations this offered the students.

    The results reveal that the science textbook texts impose great linguistic demands upon the students. The results also reveal that both teachers carried out extensive textual processing in interaction with their students, which showed the teachers’ broad repertoire of didactic choices in connection with the text-talks. The text-talks offered an increased redundancy, opportunities to develop academic registers and to some extent to be socialized into disciplinary reading. Limitations were associated with the teachers not always being sufficiently clear about the purpose and implementation of the text-talks, the language focus sometimes taking the focus off the subject matter and the teachers' use of everyday language not always being an asset.

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    FULLTEXT01
  • 200.
    Uddling, Jenny
    University of Borås, Faculty of Librarianship, Information, Education and IT. Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL).
    To integrate a language focus in a linguistically diverse physics classroom2021In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, p. 1-20Article in journal (Refereed)
    Abstract [en]

    It has previously been suggested that there is a need for a more language focused science instruction, especially in linguistically diverse classrooms, where many students are second language learners. But it has also been suggested that teachers may feel uncertainty about how to teach in ways that promote learning of both subject matter and lan- guage. Previous studies have revealed how the language of science, especially the written language of science, is used to create a certain meaning. Research on interventions shows how this knowledge, through a functional metalanguage, can be used successfully. However, few studies explore how teachers in science instruction themselves integrate a language focus in their linguistically diverse classrooms. This ethnographic case study investigates how a teacher, through her planned metalanguage activities, integrated language in her physics classrooms in Year 5. The results reveal that (1) the activities focused on the students’literacy development; (2) the activities sometimes had an integrated language and subject focus and sometimes an isolated lan- guage focus; and (3) the students put a great deal of effort into under- standing how they were to perform the various framed activities. The study has implications for how a language focus can be integrated in subject teaching.

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