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  • 1.
    Abelin, Åsa
    et al.
    Göteborgs universitet.
    Thorén, Bosse
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    The Perceptual Weight of Word Stress, Quantity and Tonal Word Accent in Swedish2017Ingår i: Phonology in Protolanguage and Interlanguage / [ed] Elena Babatsouli and David Ingram, Equinox Publishing, 2017, s. 316-341Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    When teaching the pronunciation of an additional language, the teacher should know which properties to give high priority and which to give lower priority. The present study aims at ranking the perceptual weight among the three phonemic prosodic contrasts of Swedish, namely word stress, quantity and tonal word accent. In two experiments, native Swedish subjects were presented with several disyllabic sequences; intact words, nonsense words and words that were distorted with respect to the three prosodic contrasts. The distorted words were not members of minimal pairs. In addition to intact words and non-word distractors, subjects heard originally trochaic words pronounced with iambic stress pattern and vice versa, originally /VːC/ words pronounced as /VCː/ and originally accent I words pronounced with accent II and vice versa. Listeners should decide whether the words were real words or not. The result shows that words with changed word accent category were rather easy to identify, words with changed stress pattern harder to identify, and changed quantity category caused most problems.

  • 2.
    Abelin, Åsa
    et al.
    Göteborgs universitet.
    Thorén, Bosse
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    The relative perceptual weight of two Swedish prosodic contrasts2015Ingår i: Proceedings of the International Symposium on Monolingual and Bilingual Speech 2015 / [ed] Elena Babatsouli, David Ingram, Chania 73100, Greece: Institute of Monolingual and Bilingual Speech , 2015, s. 1-7Konferensbidrag (Refereegranskat)
    Abstract [en]

    Abstract. In addition to 9 vowel and 18 consonant phonemes, Swedish has three prosodic phonemic contrasts: word stress, quantity and tonal word accent. There are also examples of distinctive phrase or sentence stress, where a verb can be followed by either an unstressed preposition or a stressed particle. This study focuses on word level and more specifically on word stress and tonal word accent in disyllabic words. When making curriculums for second language learners, teachers are helped by knowing which phonetic or phonological features are more or less crucial for the intelligibility of speech and there are some structural and anecdotal evidence that word stress should play a more important role for intelligibility of Swedish, than the tonal word accent. The Swedish word stress is about prominence contrasts between syllables, mainly signaled by syllable duration, while the tonal word accent is signaled mainly by pitch contour. The word stress contrast, as in armen [´arːmən] ‘the arm’ - armén [ar´meːn] ‘the army’, the first word trochaic and the second iambic, is present in all regional varieties of Swedish, and realized with roughly the same acoustic cues, while the tonal word accent, as in anden [´anːdən] ‘the duck’ - anden [`anːdən] ‘the spirit’ is absent in some dialects (as well as in singing), and also signaled with a variety of tonal patterns depending on region. The present study aims at comparing the respective perceptual weight of the two mentioned contrasts. Two lexical decision tests were carried out where in total 34 native Swedish listeners should decide whether a stimulus was a real word or a non-word. Real words of all mentioned categories were mixed with nonsense words and words that were mispronounced with opposite stress pattern or opposite tonal word accent category. The results show that distorted word stress caused more non-word judgments and more loss, than distorted word accent. Our conclusion is that intelligibility of Swedish is more sensitive to distorted word stress pattern than to distorted tonal word accent pattern. This is in compliance with the structural arguments presented above, and also with our own intuition.

  • 3.
    Abelin, Åsa
    et al.
    Göteborgs universitet.
    Thorén, Bosse
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    What affects recognition most – wrong wordstress or wrong word accent?2015Ingår i: Proceedings of Fonetik 2015, Lund University, Sweden / [ed] Malin Svensson Lundmark, Gilbert Ambrazaitis and Joost van de Weijer, 2015, Vol. 55, s. 7-10Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In an attempt to find out which of the two Swedish prosodic contrasts of 1) wordstress pattern and 2) tonal word accent category has the greatest communicative weight, a lexical decision experiment was conducted: in one part word stress pattern was changed from trochaic to iambic, and in the other part trochaic accentII words were changed to accent I.Native Swedish listeners were asked to decide whether the distorted words werereal words or ‘non-words’. A clear tendency is that listeners preferred to give more‘non-word’ responses when the stress pattern was shifted, compared to when wordaccent category was shifted. This could have implications for priority of phonological features when teaching Swedish as a second language.

  • 4.
    Aida Niendorf, Mariya
    Högskolan Dalarna, Akademin Humaniora och medier, Japanska.
    Intercultural communicative competence: the challenges and implications of teaching Japanese politeness strategies to Swedish learners of Japanese2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Teaching communicative competence is extremely important in language instruction. One can avoid embarrassing situations and conflicts caused by misunderstandings if she/he understands the differences in intercultural pragmatics. Politeness discourse varies in complexity according to social distance, relative power between the speakers, and situations. The data I have collected during the past 6 years indicates that Swedish learners of Japanese often do not see the necessity of learning the polite/honorific discourse and often view these negatively as Swedish society is one of the most egalitarian in the world. As a consequence, Swedish students often fail to utilize appropriate politeness strategies when speaking in Japanese. However, it is important to point out to foreign language learners that cultural and social norms are not interchangeable and that one must adapt to the language one is using and the culture one is in. Thus Swedish Learners of Japanese should consider politeness discourse as a part of the rules of the language rather than something that can be modified based on one’s opinion.

    The current study investigates the differences in politeness strategies between Swedish and Japanese discourse. Student surveys and analysis of students’ errors have revealed clear differences in the use of politeness strategies in Swedish and in Japanese context. While the politeness, respect, and formality are closely intertwined in Japanese; the Swedes perceive respect and politeness as separate matters. It is also found that while the Japanese are inclined to using verbal politeness strategies, the Swedes express their respect more through non-verbal actions or behaviors. Various Japanese and Swedish utterances have also been examined to determine the Discourse Politeness Default suggested by Usami (2006) in order to systematize the politeness strategies in ways similar to grammatical rules.

                                                                                                                                                                          

                                                                          

                                                                                                                                                                          

  • 5.
    Aida Niendorf, Mariya
    et al.
    Högskolan Dalarna, Akademin Språk och medier, Japanska.
    Inose, Hiroko
    Högskolan Dalarna, Akademin Språk och medier, Japanska.
    Investigating the use of the verbs ”naru” in Japanese and ”bli” in Swedish through translation2013Ingår i: Nordic Association of Japanese and Korean Studies (NAJAKS): Abstracts for 2013, 2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study investigates how use of the Swedish verb “bli” corresponds to the Japanese verb “naru” using translated materials as a corpus.  

     

    Japanese is said to be a situation-oriented language, while English is person-oriented.

              e.g., Mariko wa kekkon surukotoni NARImashita.

                       (It became so that Mariko will be married.)

                       ‘Mariko will get married’ in English.

     

    The Swedish verb ”bli” usually means ’to become’ or ’to be (as an auxiliary verb),’ yet is used more widely than these English meanings.

              e.g., Det blir 100 kronor, tack.

                       (100 kr ni NARI-masu.)

                       ’It makes/will be 100kr.’

     

    Examples like this lead to the observation that ”bli” is used in a context more similar to the Japanese verb ”naru.” than English verb “become.” Comparison of some translated materials also shows that “bli” is often translated into Japanese as “naru” while it is more likely to be replaced by a transitive or intransitive verb in English.

     

    However, erros such as

               *okoru ni NARU (verb ‘to be upset’+naru)

                  [okoru: a verb]

               *annshin ni NARU (noun ‘feeling at ease’ +naru)   

                  [annshin suru: a verb derived from a noun]

    which are made by Swedish learners of Japanese indicate that the translation of “bli” into Japanese is not so straight forward.

     

    In this study, we examined the following questions:

    1. How is ”bli” translated into Japanese/English?
    2. If ”bli” is translated into ”naru” in Japanese, in what grammatical context(s) does it occur?
    3. How are these variations related to the errors students make in translating ”bli” into  Japanese?

     

    In order to examine the above research questions, we conducted two separate studies:

     

    Study I: Examining how Swedish bli is translated into Japanese in literature translation

     

    Using children´s novels “Sommerboken” by Tove Jansson and “Pippi Långstrump” by Astrid Lindgren as the data source, all the sentences that contain bli were extracted along with their translations into English and Japanese. The extracted sentences were, then, categorized according to the various types of usage of the verb bli, and the translation into Japanese for each of those categories was analyzed.

     

    Study II: The translation of various uses of bli into Japanese by Swedish students

     

    Study I above showed usages of the verb bli in various context. In Study II, we tried to see if some of these usages cause more problems than the others for the Swedish students. The students in the Japanese-English translation course at Högskolan Dalarna (Sweden) were given 7 Swedish sentences containing various usages of bli, and were asked to translate them into Japanese. Then the accuracy of the translation and the translation techniques used were analyzed.

     

    The results from Study I showed that there were numerous usages of the verb bli, such as describing conditions, describing the changes of conditions, indicating certain emotional status, and so on, which naturally led to the variety in Japanese translation. Furthermore,  apart from the most literal translation, which is to use the verb naru, various types of compound verbs (main verb – help verb combinations) were used in order to express different nuances.

     

    In some of the usages identified above, translation shifts were obligatory when translated into Japanese; i.e. the literal translation was impossible, and the translator has to make minor changes from the ST (source text) to the TT (target text), such as changes of grammatical categories or of voice (e.g. passive to active).

     

    The results from the Study II show that the sentences which require more complicated translation shifts tend to cause more errors when students translate them into Japanese.

     

    Clarifying how the use of “bli” correlates with the use of “naru” will not only help Swedish students understand the use of the somewhat difficult concept of “naru,” but also help translators deal with this issue. Finding a more systematic way to translate “bli” into Japanese using more tokens from various genres would be necessary in order to achieve this.

     

  • 6.
    Almgren, Malin
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Motivation in English language acquisition: English as a foreign language in upper secondary school2015Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study is about students’ motivation to learn English and the aim is to find out if their scores on the national test can be correlated with their reported level of motivation. As English has become a global language, it is taught in Swedish school as an obligatory subject. When speaking about learning English, it is common to approach the subject of what motivates students to learn. Theories developed on the subject suggest that there are different kinds of motivation and this thesis focuses on integrative and instrumental motivation and the L2 motivational system, which have been said to be important aspects of motivation. The study was done by handing out a questionnaire to 45 students in an upper secondary school, containing statements and questions about their motivation to learn English, and then comparing their answers with their grades. When analyzing the results, it was found that there is a correlation between the answers to the statements and the students’ scores on the national test. The lower scoring students showed more tendencies to disagree with the statements while the higher scoring students more often agreed. These findings suggest that motivation can have a visible effect on students’ performance in English.

  • 7.
    Alvarez López, Laura
    et al.
    Stockholms universitet, Romanska och klassiska institutionen.
    Jon-And, Anna
    Högskolan Dalarna, Akademin Humaniora och medier, Portugisiska. Stockholms universitet.
    Lexical and morphosyntactic features of a lexically driven in-group code2017Ingår i: Journal of Pidgin and Creole languages ( Print), ISSN 0920-9034, E-ISSN 1569-9870, Vol. 32, nr 1, s. 75-103Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present paper focuses on the speech of a rural Afro-Brazilian community called Cafundó, situated 150 km from São Paulo. In 1978, when linguistic data were collected, the community constituted approximately eighty individuals, descendants of two slave women who inherited their owners’ proprieties. According to earlier studies, when the inhabitants of Cafundó spoke in their supposed ‘African language,’ Cupópia, they used structures borrowed from Portuguese and a vocabulary of possible African origin. A lexical analysis shows that the etymologies match historical and demographical data, indicating that speakers of varieties of Kimbundu, Kikongo and Umbundu dominated in the community. Through a morphosyntactic analysis, specific features were found in the data, such as copula absence and variable agreement patterns. By showing that some of Cupópia’s specific grammatical features are not derived from the Portuguese spoken by the same speakers but are instead shared with more restructured varieties, this paper defends the hypothesis that this lexically driven in-group code is not simply a regional variety of Portuguese with a number of African-derived words.

  • 8.
    Andersson, Tim
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Jag finns i klassrummet men inte i mitt läromedel: En genus- och queeranalys av tre läromedel i svenska som andraspråk på grundläggande vuxenutbildning2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Detta är ett examensarbete i ämnet Svenska som andraspråk som behandlar genus och heteronormativitet i skolämnet svenska som andraspråks läromedel. Studiens inriktning är mot den grundläggande vuxenutbildningen på Komvux. Den forskning som tidigare bedrivits i området kring genus och queer har länge fokuserat på klassrumsnära innehåll där man bland annat har undersökt talutrymme i klassrummet eller lärares förhållningssätt till genus. Detta har bidragit till att det inte fallit så mycket ljus över de materiel eleverna faktiskt läser i skolan. I denna studie vill jag bredda genus- och queer forskningen i den grundläggande vuxenutbildningen och även koppla in de läromedel som används.

    Insamlingen av empiri till studien har skett via kriteriebaserad kvalitativ sampling. För att analysera innehållet har jag använt mig av diskursanalys som jag kopplat queerteori till.

    Resultatet av studien var nedslående. Det märktes tydligt att biologiska kvinnor var underrepresenterade samt att kvinnorna på ett övervägande sätt beskrevs negativt. HBTQ-identiteter är i stor utsträckning marginaliserade och i de fall de förekommer är de totalt andrafierade. Den tidigare forskning som finns i ämnet från Norge och Australien visar liknande resultat med min studie. Slutsatsen är att vi i den svenska skolan behöver samla oss och göra läromedelsanalyser med ett queerperspektiv för att faktiskt belysa detta problem. Utan ett krafttag kring dessa frågor kommer vi ha svårt att skapa en jämlik skola som våra styrdokument ställer som krav.

  • 9.
    Bradel, Anna
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The use of and attitudes towards English as Lingua Franca among multilingual upper secondary pupils at international schools in Sweden2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In recent years both the number of multilingual children and the number of international schools with English as the language of instruction have grown and continue to grow in Sweden. The aim of this study is to see how Swedish multilingual upper secondary students at international schools in Sweden use and perceive English as their language of communication. A questionnaire was used to investigate the students’ use of and attitudes towards ELF.

    The questions were divided into categories having to do with the importance of English, the students’ use of English, their attitudes towards English and effects on identity. The results showed that the English language plays an important role in the life of the majority of the participating students. They use English on a daily basis both for school and leisure activities and see the English language as an important, valued and natural part of their identities.

  • 10.
    Bådagård, Elsa
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Dialectal Speech in Literature and Translation: Bachelor Degree Thesis in English Linguistics2012Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This essay studies how dialectal speech is reflected in written literature and how this phenomenon functions in translation. With this purpose in mind, Styron's Sophie's Choice and Twain's The Adventures of Huckleberry Finn are analysed using samples of non-standard orthography which have been applied in order to reflect the dialect, or accent, of certain characters. In the same way, Lundgren's Swedish translation of Sophie's Choice and Ferres and Rolfe's Spanish version of The Adventures of Huckleberry Finn are analysed. The method consists of linguistically analysing a few text samples from each novel, establishing how dialect is represented through non-standard orthography, and thereafter, comparing the same samples with their translation into another language in order to establish whether dialectal features are visible also in the translated novels.

    It is concluded that non-standard orthography is applied in the novels in order to represent each possible linguistic level, including pronunciation, morphosyntax, and vocabulary. Furthermore, it is concluded that while Lundgren's translation intends to orthographically represent dialectal speech on most occasions where the original does so, Ferres and Rolfe's translation pays no attention to dialectology. The discussion following the data analysis establishes some possible reasons for the exclusion of dialectal features in the Spanish translation considered here. Finally, the reason for which this study contributes to the study of dialectology is declared.

  • 11.
    Båstedt, Klara
    Högskolan Dalarna, Akademin Humaniora och medier, Spanska.
    Anglicismos en el español en México: Un estudio sobre uso y actitudes2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study investigates the use of and the attitudes towards anglicisms in Mexican

    Spanish. Our aim is to find out whether and if so in what way the use and attitudes

    change according to the age and gender of the speaker. The study was carried out

    among 24 Mexicans living in the centre of Mexico who were divided into the age groups

    18-29, 30-54, 55+ as well as gender.

    The informants answered a questionnaire of which the first part investigated their use

    of anglicisms, the second part investigated their attitudes towards the same. In the first

    part, the participants were asked to choose between a common anglicism or its also

    frequently used Spanish equivalent. In the second part, the informants were requested

    to indicate their level of agreement or disagreement towards three negative and three

    positive affirmations about anglicisms.

    Our results show that the use of anglicisms is bigger in the youngest group of

    informants and decreases with the age of the participants. Also concerning the attitudes,

    we found a correlation with age where the two younger groups of informants express

    neutral attitudes towards anglicisms while the attitudes of the oldest group of

    participants are negative. Our results don’t show any differences between the genders

    neither in use nor in attitudes.

  • 12.
    Case, Megan
    Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogik.
    Experiences of idiolect change among English speakers in Sweden2011Ingår i: Migration, Narration, Communication: Cultural Exchanges in a Globalised World / [ed] Witalisz, Alicja, Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien: Peter Lang Publishing Group, 2011, s. 137-148Kapitel i bok, del av antologi (Refereegranskat)
  • 13.
    Colella, Gianluca
    University of Macerata .
    A proposito dei costrutti condizionali2007Ingår i: La lingua italiana. Storia strutture testi, ISSN 1826-8080, Vol. III, s. 147-157Artikel i tidskrift (Refereegranskat)
  • 14.
    Colella, Gianluca
    Högskolan Dalarna, Akademin Språk och medier, Italienska.
    Forme ibride del discorso riportato nella stampa e nella narrativa contemporanea2014Ingår i: Dall'architettura della lingua italiana all'architettura linguistica dell'Italia: Saggi in omaggio a Heidi Siller-Runggaldier / [ed] P. Danler and C. Konecny, Frankfurt am Main: Peter Lang Publishing Group, 2014, s. 333-346Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 15.
    Colella, Gianluca
    Högskolan Dalarna, Akademin Språk och medier, Italienska.
    Il verbo: tra sintassi e semantica (§2.8 Modalità)2012Ingår i: Sintassi dell'italiano antico: la prosa del Duecento e del Trecento, Roma: Carocci editore, 2012, s. 55-68Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 16.
    Colella, Gianluca
    Högskolan Dalarna, Akademin Språk och medier, Italienska.
    Le proposizioni condizionali2012Ingår i: Sintassi dell'italiano antico: La prosa del Duecento e del Trecento / [ed] Dardano, Maurizio, Roma: Carocci , 2012, s. 381-412Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 17.
    Colella, Gianluca
    Högskolan Dalarna, Akademin Humaniora och medier, Italienska.
    On the expression of modality in Old Italian2015Ingår i: In-Traduções Revista do Programa de Pós-Graduação em Estudos da Tradução, ISSN 2176-7904, Vol. 7, nr 11, s. 1-24Artikel i tidskrift (Refereegranskat)
  • 18. Dardano, Maurizio
    et al.
    Frenguelli, Gianluca
    Colella, Gianluca
    Högskolan Dalarna, Akademin Humaniora och medier, Italienska.
    Per una tipologia del Discorso Indiretto in italiano antico2013Ingår i:  Actes du XXVIe Congrès International de Linguistique et de Philologie Romanes, València, 6 – 11 septembre 2010, Berlin: Walter de Gruyter, 2013, s. 861-877Kapitel i bok, del av antologi (Refereegranskat)
  • 19.
    Douglas, Anna
    Högskolan Dalarna, Akademin Humaniora och medier, Franska.
    Le Programme d’études de français: Une étude comparative entre la Suède et l’Angleterre2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [fr]

    Comme futur professeur de lycée de français, et avec l’espoir d’avoir la chance d’en-seigner aussi bien en Suède qu’en Angleterre, un intérêt personnel s’est développé sur la façon dont la langue française est enseignée. Par conséquent, une étude comparative a été faite des deux programmes d’études, particulièrement au lycée. Le mémoire com-mence par un examen des liens historiques entre les deux pays et la France et nous discutons pourquoi le français est offert à partir d’un âge plus jeune en Angleterre qu’en Suède. Cela est principalement dû au fait que le français est une langue "seconde" en Angleterre alors qu’en Suède, c’est une langue plutôt "troisième" et l’apprentissage de l’anglais est plus important.

    L’objectif principal de ce mémoire est d’acquérir une meilleure compréhension des programmes d’études de français en Suède ainsi qu’en Angleterre, avec le but d’analyser les différences importantes entre les deux pays. Trois aspects sont abordés: l’importance de donner aux enseignants la liberté de décider du contenu du cours, l’im-portance d’enseigner dans la langue cible, et les avantages de passer des examens.

  • 20.
    Eriksson Albacke, Simon
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Media and Ferguson: Descriptions of the authorities and the demonstrators in the reporting of the riots in Ferguson2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study aims to contribute to the research about ideology in media by examining how some newspapers described the authorities and the protesters during the first weeks of the riots in Ferguson, Missouri, in 2014. The study investigated to what extent the authorities and demonstrators were described in positive, neutral or negative ways, and whether there were any differences across four different newspapers (The LA Times, The New York Times, The Washington Post, and The Saint Louis Post-Dispatch). Articles written about the riots were selected from the four newspapers. The material was analyzed from the perspective of certain keywords in context, utilizing methods from critical discourse analysis and corpus linguistics, to see if negative or positive descriptions of either the authorities or the demonstrators were present. It was found that there were indeed differences in the way the authorities and the demonstrators were described, with all the large newspapers mostly describing the demonstrators in a positive way and the police in a negative way. The local newspaper was found to do the opposite, however. So while these newspapers might want to appear neutral, there is in fact ideology present in all of them, as they all chose to describe one party more favorably than the other.

  • 21.
    Fredriksson, Christine
    Högskolan Dalarna, Akademin Humaniora och medier, Tyska.
    Datorn i skolans språkundervisning - Ett elevperspektiv: En studie om svenska gymnasieelevers attityder till datormedierad kommunikation och inlärning av tyska2013Ingår i: Forskning om undervisning och lärande, ISSN 2001-6131, nr 11, s. 5-29Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I denna artikel presenteras resultaten från en pilotstudie om svenska gymnasieelevers användning av datorer i tyskundervisningen. Undersökningen hade som syfte att ta reda på hur eleverna upplever chattkommunikation som inlärningsverktyg jämfört med muntliga samtal som en traditionell kommunikationsform i språkundervisningen. Resultatet visar att båda kommunikationsformer upplevdes att ha väckt elevers vilja att kommunicera på tyska och ha utvecklat metakognitiv medvetenhet om det egna lärandet. Eleverna i chattgruppen var dock överlag mer positiva och mer medvetna om interaktionsformens positiva effekt på lärandet än eleverna i samtalsgruppen. Detta tyder på att modaliteterna och tillhörande interaktionserbjudanden i chatt verkar kunna ge bättre förutsättningar för att elever ska kunna utveckla kommunikativ kompetens i tyska. Studien visar också att eleverna efter experimentet använder sina datorer i väldigt liten utsträckning i sin tyskundervisning och främst i traditionella funktioner. Ett behov att implementera elevdatorer tillsammans med elever och lärare har identifierats.

  • 22.
    Fredriksson, Christine
    Högskolan Dalarna, Akademin Språk och medier, Tyska.
    Learning German by chatting: A study of social interaction and language production in an academic German online course2013Ingår i: Conference Proceedings ICT for Language Learning: 6th Conference Edition. Florence, Italy, 14-15 November 2013, Padova: Pixel , 2013, s. 218-222Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this presentation I will show my preliminary results from a research project about collaborative language learning in an academic online course in German. The study is based on a sample of 35 chat-logs from 30 students of different language background (Swedish or German as L1) and different levels of German proficiency, working on collaborative tasks in equal and unequal formations of triads or dyads. The data was collected in four of eight online seminars which were an obligatory part of a German literature course at a Swedish university. These seminars were conducted in private chat-rooms in MSN/Adobe connect. The students had to answer open-ended questions about the literature they had read, which they had prepared in advance. The results indicate that Swedish students with a lower level of German proficiency produce longer messages when interacting in formations with native speakers than with peers. On the other hand, interactional modifications or scaffolding where the attention was directed on form or meaning of the L2 overall occurred only to a small extend. This means that learners only get few opportunities to develop new L2 knowledge with the help of experts, a condition which is thought essential by researchers within a cognitive or sociocultural learning approach. Further study of the data reveals that the students frequently make use of imitation of whole utterances or parts of utterances of their collocutors. This strategy may help them to become more fluent in German and may also assist the development of more complex structures of the L2.

  • 23.
    Fredriksson, Christine
    Högskolan Dalarna, Akademin Humaniora och medier, Tyska.
    Strategien im L2-Erwerb. Eine kritische Diskussion.2014Ingår i: Moderna Språk, ISSN 2000-3560, E-ISSN 2000-3560, Vol. 108, nr 2, s. 17-44Artikel i tidskrift (Refereegranskat)
    Abstract [de]

    Seit Selinkers Entwurf der Interlanguage Theory in den 70er-Jahren des 20. Jh. sind Lern- und Kommunikationsstrategien bis heute Gegenstand einer groβen Anzahl von theoretischen und empirischen Arbeiten innerhalb der L2-Erwerbsforschung gewesen. Als Prozesse, die direkt mit dem Lernen oder der kommunikativen Anwendung der Zielsprache in Verbindung gebracht werden, haben sie auch weiterhin einen groβen Stellenwert innerhalb kognitiver Ansätze, die nach fruchtbaren Erklärungen suchen, wie Lernende eine L2 bzw. Fremdsprache effektiver lernen und gebrauchen können, um ihre kommunikativen Ziele verwirklichen zu können. Bezeichnend für die vorliegenden Forschungsperspektiven ist jedoch ihre fehlende Verankerung innerhalb einer Spracherwerbstheorie sowie die isolierte Betrachtung von Lernstrategien, Kommunikationsstrategien und Diskursstrategien, die nicht auf ihr Zusammenwirken und damit auch nicht auf ihre situationelle und soziokulturelle Einbettung in Tätigkeiten in der L2 Rücksicht nimmt.

  • 24.
    Frid, Johan
    et al.
    Lund University.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Lundmark, Malin Svensson
    Lund University.
    Schötz, Susanne
    Lund University.
    Pitch-to-segment Alignment in South Swedish and Mandarin Chinese: A Cross-language Comparison2018Konferensbidrag (Refereegranskat)
  • 25.
    Gallego Hernández, Antonio
    Högskolan Dalarna, Akademin Humaniora och medier, Spanska.
    Actitudes hacia el murciano: Un estudio comparativo de actitudes que presentan nativosmurcianos e hispanohablantes no peninsulares.2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Murciano is a non-standard variety that is spoken in Murcia, a region in the southeast of Spain.This study aims to investigate which are the attitudes toward the variety from the dimensions ofsolidarity and status.We will use two groups of informants. One integrated by 20 natives from Murcia who use thevariety, and the other by 16 non-spanish-natives that have never been in contact with murciano.The intention with the study is to investigate which attitudes both groups show towardmurciano and analyse the differences and similarities between them. We expect the natives toshow positive attitudes in the dimension of solidarity, and negatives in the dimension of status.We expect the non-natives to show the same kind of attidudes toward both varieties (thestandard-spanish and murciano) while they have never been in contact with the non-standardand therefore should not have the sociocultural background that help people to create negativeattitudes toward non-standard varieties.The chosen method is an indirect one, and the used technique is the matched-guise. Theinformants listen to two different voices talking two times each: one in standard-spanish andone in murciano. After they have listened to one voice in one variety they answer 10 differentquestions to measure their attitudes in the both dimensions we aim to investigate. The resultsare analysed from the gender and the education variables.The results show that the natives attitudes toward murciano are positives from the solidaritydimension but negatives from the status one, results that confirm the first hypothesis. However,the study shows that the non-natives also have negative attitudes toward the variety in the statusdimension but positive toward the standard-spanish, which means that the second hypothesiswas wrong, something that could have been caused by the fact that all non-natives had a higheducational-level. Other studies show that education is a factor that can have a bearing onhaving negative attitudes toward non-standard varieties.

  • 26.
    Gao, Man
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    A gestural coordination model of tone, consonant and cowel alignment in Mandarin Chinese2010Konferensbidrag (Refereegranskat)
  • 27.
    Gao, Man
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    Articulatory Phonology (AP) and tonal alignment: further testing of a proposed AP model of tone-to-segment alignment in Mandarin Chinese2010Ingår i: Tone and Intonation in Europe (TIE) 4, Stockholm, Sweden, 2010Konferensbidrag (Refereegranskat)
  • 28.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Mandarin Chinese Pronunciation by Swedish Learners: Pedagogical Implications2018Konferensbidrag (Refereegranskat)
  • 29.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Mandarin (Chinese) tones: Challenges and prospects for Swedish learners2017Ingår i: Understanding English in Use in Language Education and Language Studies / [ed] Maria Luz C. Vilches and Ken Lau, Taiwan: Wenzao Ursuline University of Languages , 2017, s. 75-90Kapitel i bok, del av antologi (Refereegranskat)
  • 30.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Perception and Production of Chinese Tones by Swedish Learners: Asymmetric pattern and its implication to teaching Chinese as a foreign language2017Konferensbidrag (Övrigt vetenskapligt)
  • 31.
    Gao, Man
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    Perception and Production of Mandarin Tones by Swedish Students2010Ingår i: 16. Tagung zum modernen Chinesischunterricht des Fachverbands Chinesisch e.V. Chinesisch auf dem Weg zur populären, Zurich, Switzerland, 1-3 september, 2010: Abstracts, Zurich, Switzerland, 2010, s. 20-Konferensbidrag (Refereegranskat)
    Abstract [un]

    In recent years, there has been a dramatic increase in the number of students enrolled in Chinese language course in Sweden – in high schools as well as universities – due to the increased relevance of China within a Swedish context. As may be expected, one of the major challenges for Swedish students is the tonal system of Mandarin Chinese. Further understanding of the production,perception and acquisition of Chinese tones by Swedes is therefore crucial in order to develop effective teaching methodology and, potentially, optimized learning strategies for speakers of Swedish. The current study investigates the perception and production of Chinese tones by Swedish students. The first goal is to characterize the errors made by Swedish students and assess the levels of difficulty posed by the four lexical tones respectively. The performance of 30 students enrolled in beginning-level Chinese courses at Dalarna University, Sweden, is investigated. Participants completed an identification task and a speaking task at the beginning of the course and after one month of study. The results are reported and analyzed on the basis of accuracy percentages,confusion matrices and error patterns. The second goal is to explore the role and potential of Swedish tone-accents for the teaching of Mandarin tones. Swedish is characterized as having pitch accents – a significantly more marginal tonal phenomenon than lexical tones but nevertheless involving pitch contrasts (Bruce, 1977; Thorén, 1997). Previous studies have shown that learners whose L1 (native language) is a tone language (e.g. Thai, Cantonese) may benefit from their L1 in identifying and producing Mandarin tones, compared with learners whose L1 is non-tonal (e.g. English) (Gandour and Harshman, 1978; Gandour, 1983; Lee et al., 1996; etc). It is conceivable that the pitch-accent background of Swedish students may be an advantage in the acquisition of Mandarin tones, which could potentially be utilized in future teaching strategies. The present study contains a preliminary assessment of this issue, through a comparison of Swedish students’ performance in perception and production tasks with those of American students reported in previous studies (Shen, 1989; Miracle, 1989; Hao, 2007).

  • 32.
    Gao, Man
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    Pitching it right: A comparative study between Swedish and American students’ tonal production in Mandarin Chinese2012Ingår i: SLE 2012, Stockholm University : Book of abstracts, 2012, s. 103-104Konferensbidrag (Refereegranskat)
  • 33.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    The Production of Mandarin Tones by Speakers of Swedish: The Effect of Pitch Accent on Tone Acquisition2015Konferensbidrag (Refereegranskat)
  • 34.
    Gao, Man
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Tone in Whispered Chinese2015Ingår i: Encyclopedia of Chinese Language and Linguistics / [ed] Rint Sybesma, Wolfgang Behr, Yueguo Gu, C. T. James Huang, Zev Handel, Leiden: Brill Academic Publishers, 2015Kapitel i bok, del av antologi (Refereegranskat)
  • 35.
    Gao, Man
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Lundmark, Malin Svensson
    Lund University.
    Schötz, Susanne
    Lund University.
    Frid, Johan
    Lund University.
    A Cross-Language Study of Tonal Alignment in Scania Swedish and Mandarin Chinese2018Konferensbidrag (Refereegranskat)
  • 36.
    Gao, Man
    et al.
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    Mooshammer, C.
    Hagedorn, C.
    Nam, H.
    Tiede, M.
    Chang, Y. C.
    Hsieh, F. F.
    Goldstein, L.
    Intra- and Inter-syllabic Coordination: An Articulatory Study of Taiwanese and English2011Ingår i: The 17th International Congress of Phonetic Sciences (ICPhS XVII): Congress Proceedings, Hong Kong: Wai-Sum Lee & Eric Zee , 2011, s. 273-276Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this study the intra- and inter-gestural timing and coordination in English closed syllables and Taiwanese checked syllables is examined. Kinematic data elicited from a repetition task reveals that the vowel is co-articulated with the onset and coda consonants to a greater extent in Taiwanese checked syllables than English closed syllables; for Taiwanese greater overlap is observed between the hetero-syllabic coda and onset consonants. The different gestural overlap patterns in Taiwanese and English are accounted for with reference to the language-specific gestural pattern.

  • 37.
    Gao, Man
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Ljud- och musikproduktion.
    Mooshammer, C.
    Hagedorn, C.
    Nam, H.
    Tiede, M.
    Goldstein, L.
    A comparison of intra- and inter-syllabic coordination in repetitive speech of Taiwanese and English2011Ingår i: Proceedings of The 9th International Seminar on Speech Production 2011, Montreal, Canada, 2011, s. 289-296Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study aims to compare English closed syllables and Taiwanese checked syllables regarding both 1) intra-syllabic coordination: the timing relations between onset and coda consonants within the syllable, and 2) inter-syllabic coordination: the temporal overlap between hetero-syllabic coda and following onset consonant. Tongue, lip and jaw movements of four speakers of Taiwanese and six speakers of American English were recorded by means of EMMA in a repetition task. Analyses of articulatory data suggest that Taiwanese checked syllables differ from English closed syllable in that: 1) Taiwanese displays much greater consonant-vowel co-articulation within a syllable than English; and 2) greater overlap is observed between hetero-syllabic consonants in Taiwanese. These different patterns will be discussed with respect to the gestural composition of coda consonant in Taiwanese and English, as well as the language specific regularities of gestural coordination.

  • 38.
    Gao, Man
    et al.
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    Sundkvist, Peter
    An acoustic study of front rounded vowels in Shetland dialect2010Ingår i: Journal of the Acoustical Society of America: PROGRAM ABSTRACTS OF THE JOINT 159TH MEETING OF THE ACOUSTICAL SOCIETY OF AMERICA/NOISE-CON 2010, Baltimore, MD: Acoustical Society of America , 2010, Vol. 127, s. 2020-2020Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents an acoustic analysis of front rounded vowels (FRVs) in the dialect spoken in the Shetland Islands, the northernmost locality of the British Isles. FRVs are typologically marked and estimated to occur in only 6.6% of the world’s languages [I. Maddieson, in Haspelmath et al. The World Atlas of Language Structures (2005)]. Their occurrence in the Shetland dialect is, at least partly, attributable to a Scandinavian substratum language. There is significant variation across the archipelago regarding several aspects such as (1) the number of lexically contrastive FRVs, (2) phonetic quality (close to half‐close), (3) contrastive length, and (4) lexical distribution and support. This paper presents an investigation of three speakers from one locality in which FRVs have retained firm lexical support. The issues addressed concern the dialect’s overall acoustic vowel space (based on F1, F2, and F3), the position of FRVs within the acoustic space, and what the contrasts among FRVs and other adjacent vowels appear to rest on acoustically. Special focus is directed to phonetic contexts that support the greatest number of vowel contrasts and display the most crowded acoustic vowels spaces.

  • 39.
    Gao, Man
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Zhang, Chun
    Aarhus University.
    Teaching Mandarin Tones to University Students in Nordic Countries - Analysis of error patterns in a perception study by Danish, Finnish and Swedish students2018Konferensbidrag (Refereegranskat)
  • 40.
    Giannakaki, Christina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    A Corpus-Based Analysis of Potential Meanings of Double Negation in English: The case of not un-adjective constructions2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study examines the four potential meanings of the litotic expressions of double negation. More specifically it examines the potential meanings as defined by Neuhaus. Neuhaus (2006) examined the potential meanings of

    nicht un-adjective constructions in German, which were classified into four categories. This study follows this classification and examines data from the British National Corpus in an attempt to classify the potential meanings of the equivalent not un-adjective construction in English, and to identify the contextual elements that help in their disambiguation and, finally, to compare the findings with Neuhaus’ findings for the equivalent construction in German. Similarly to Neuhaus’ conclusion, this study shows that the existence of a clear-cut dividing line between meanings is questionable. However, there are some contextual signals such as correction, associative particles and formulaic expressions that narrow down the potential meanings as they are related to particular meanings. Denial, Potential Presumption Denial, Mitigation and Understatement are the four potential meanings that, through their interdependence, exemplify the dynamic nature of figurative language.

  • 41.
    He, David
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    瑞典高中学生汉语声调听辨偏误实验分析2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    To listen to and distinguish the different Chinese tones is difficult, both for Swedish students

    as well as for students from other countries that are studying Chinese. There has been research

    made about students of America, Hong Kong, Japan and Korea etc. learning mandarin and

    their ability to listen to and distinguish the Chinese tones. But only a very little portion or

    almost none of this research studies the Swedish students in their learning of mandarin. The

    author has used a listening test method to measure Swedish student’s difficulties in

    distinguishing the Chinese tones. 10 Swedish high school students were invited to participate

    in the experiment. The results shows that the students are most confident about the third tone,

    while the first is the most difficult to distinguish. The results also show that the first, second

    and fourth tone confuses the Swedish students where the first and second tones are often

    mistaken for each other. The Swedish language is a melodic language. It does not have any

    high frequency tones, only rising and falling. This can possibly affect the Swedish student’s

    ability to distinguish tones in the mandarin language.

  • 42. Hecht, Christian
    Framtida internordisk textförståelse.2011Ingår i: Språk för framtiden - Language for the Future / [ed] Ylikiiskilä, Antti & Westman, Maria (red.), Uppsala: ASLA , 2011, s. 70-80Konferensbidrag (Refereegranskat)
  • 43. Hecht, Christian
    Lyssnarbedömningar av prosodiska skillnader mellan svenska och tyska1990Ingår i: Nordic Prosody V : Papers from a Symposium / [ed] Wiik, Kalevi & Raimo, Ilkka (red.), Turku: University of Turku, Phonetics , 1990, s. 151-155Konferensbidrag (Refereegranskat)
  • 44. Hecht, Christian
    Ordinlärning med facktexter2003Ingår i: Från ord till handling: språkliga, kulturella och historiska artiklar / [ed] Alanen, Kaisa, Johansson, Carl-Eric & Nikula, Kristina (red.), Tammerfors: Tammerfors universitet, Nordiska språk, Institutionen för språk- och översättningsvetenskap , 2003, s. 23-45Kapitel i bok, del av antologi (Refereegranskat)
  • 45.
    Hecht, Christian
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Ordinlärning med facktexter2016Ingår i: Från ord till handling: språkliga, kulturella och historiska artiklar / [ed] Alanen, Kaisa, Johansson, Carl-Eric & Nikula, Kristina, Tammerfors: Nordiska språk, institutionen för språk- och översättningsvetenskap, Univ. , 2016, 2Kapitel i bok, del av antologi (Refereegranskat)
  • 46.
    Hecht, Christian
    Humboldt-Universität, Berlin.
    Tysk-svenska segmentella snarlikheter vid läsunderstödd hörförståelse i främmandespråksundervisningen1997Doktorsavhandling, monografi (Övrigt vetenskapligt)
  • 47. Hecht, Christian
    Vilka skillnader är viktiga?2002Ingår i: Språkpolitik. / [ed] Boyd, Sally, Dorriots, Beatriz, Haglund-Dragic, Monica & Källström, Roger (red.), Uppsala: ASLA , 2002, s. 105-116Konferensbidrag (Refereegranskat)
  • 48. Hsieh, F. F.
    et al.
    Chang, Y. C.
    Chen, W.
    Gao, Man
    Högskolan Dalarna, Akademin Språk och medier, Kinesiska.
    Mooshammer, C.
    Nam, H.
    Tiede, M.
    Goldstein, L.
    Speech Errors in Taiwanese: An EMMA Study2011Ingår i: Proceedings of the 17th International Congress of Phonetic Sciences, Hong Kong: Wai-Sum Lee & Eric Zee , 2011, s. 894-897Konferensbidrag (Refereegranskat)
    Abstract [en]

    Speech errors in Taiwanese are investigated by means of a speeded repetition task. Our results show that the intrusion bias is also attested for word pairs with mismatched onsets, whereas in the alternating coda condition, reduction errors are the most frequent error type. This cross-linguistic difference can be attributed to language-specific implementation of stop codas.

  • 49.
    Hu, Lung-Lung
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    From Character to Radical: Chinese Etymology and Pedagogy2013Konferensbidrag (Övrigt vetenskapligt)
  • 50.
    Hu, Lung-Lung
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Out of Comfort Zone: Learning Chinese in Chaos2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Mandarin Chinese has become a very important language global-wise, even the department of education of Sweden has made it a second language in middle and high schools, and my task as a language teacher is to help students not learn but, ideally speaking, “merge” with the Chinese to make Chinese as their own language. Therefore, how to realize this idea has been a challenge to me.

    Since stage 3 courses (In stage 1 and 2 courses at DU, students, as beginners or only have learnt Chinese for one term, are taught with patterns, grammars, and phrases to speak and write structured and meaningful sentences, as well as short articles) I will ask students to do presentations and activities about some topics, which are related to but not bounded by textbook, which can stimulate students’ self-directory learning. Students, based on the learning materials in the textbook, need to learn by themselves. During such process, students will be able to apply knowledge they can find in the textbook as the pre-understanding to acquire knowledge external to the textbook and then reach a new understanding. (In Robert Han Jauss’s word: horizon of expectation) In so doing language applications based on old knowledge for describing and understanding is extended by studying new materials on their own.

     

    In this presentation, I will explain my method of how I make Chinese as students’ own language by comparing two of my stage 3 courses – Oral Proficiency 3 (Debate) and Integrated Chinese 3:  in integrated Chinese 3 I utilize a psychological effect that makes students balance the feeling of being secured and the feeling of being chaotic (one course has textbook to follow they feel that everything is in control and oriented; and another course has no textbook that makes students feel that this course is chaotic even if this course may have been deliberately designed and structured). I will also explain how students, based on the balance of two contradictory feelings, are more certain, voluntary, and not intimated to deal with something beyond their reach during language activities since they have already had something in reach.

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