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  • 751.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Metonymy in the semantic field of verbal communication: A corpus-based analysis of WORD2014In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 67, p. 72-88Article in journal (Refereed)
    Abstract [en]

    Language about language has been studied above all from the perspective of metaphor, neglecting metonymy. This study tests the hypothesis that metonymy is also central within the semantic field of communication. A bottom-up, empirical study of word—one of the most frequent nouns in English—was carried out, based on 4000 tokens from the British National Corpus. word was found to be highly figurative, with metonymic uses (55%) being considerably more frequent than metaphorical uses (24%), but with some overlap, and with the two forms of the lemma displaying different profiles. Although largely an abstract noun,word is even richer in figurative meaning than previously studied body part nouns. The core meaning of wordrefers to the grammatical word, but it is frequently extended through metonymy—and especially synecdoche—to stand for units of communication of varying scope; these are mapped out in the study. The metonymic meanings were found to be more conventionalized in nature than the basic meanings. Metonymy is shown to be a robust phenomenon that, at least in the semantic field of verbal communication, may be more significant than the vastly more-studied phenomenon of metaphor.

  • 752.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    "Not one word of it made any sense": Hyperbolic Synecdoche in the British National Corpus2016In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 15, no 4, p. 1-23Article in journal (Refereed)
    Abstract [en]

    A distinct metonymic pattern was discovered in the course of conducting a corpus-based study of figurative uses of WORD. The pattern involved examples such as Not one word of it made any sense and I agree with every word. It was labelled ‘hyperbolic synecdoche’, defined as a case in which a lexeme which typically refers to part of an entity (a) is used to stand for the whole entity and (b) is described with reference to the end point on a scale. Specifically, the speaker/writer selects the perspective of a lower-level unit (such as word for ‘utterance’), which is quantified as NOTHING or ALL, thus forming a subset of ‘extreme case formulations’. Hyperbolic synecdoche was found to exhibit a restricted range of lexicogrammatical patterns involving word, with the negated NOTHING patterns being considerably more common than the ALL patterns. The phenomenon was shown to be common in metonymic uses in general, constituting one-fifth of all cases of metonymy in word. The examples of hyperbolic synecdoche were found not to be covered by the oftquoted ‘abbreviation’ rationale for metonymy; instead, they represent a more roundabout way of expression. It is shown that other cases of hyperbolic synecdoche exist outside of word and the domain of communication (such as ‘time’ and ‘money’).

  • 753.
    Ädel, Annelie
    Dalarna University, School of Languages and Media Studies, English.
    Qualitative analysis of overuse, underuse and equal use in learner corpus research: Learner writing and the textual distribution and rhetorical moves of a linguistic pattern [invited talk]2013Other (Other academic)
  • 754.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Review of Salazar, Danica. Lexical Bundles in Native and Non-native Scientific Writing: Applying a Corpus-Based Study to Language Teaching2016In: International Journal of Learner Corpus Research, ISSN 2215-1478, E-ISSN 2215-1486, Vol. 2, no 1, p. 125-129Article, book review (Other academic)
  • 755.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Selecting quantitative data for qualitative analysis: a case study connecting a lexicogrammatical pattern to rhetorical moves2014In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 16, p. 68-80Article in journal (Refereed)
    Abstract [en]

    Learner corpus research involves studying large collections of data to achieve a certain degree of representativeness, which means that it is often not doable to examine a full set of data qualitatively. An important issue, then, is how to select a subset for further qualitative analysis. This study illustrates a selection method, taking quantitative results as a starting-point, for a qualitative study of a lexicogrammatical pattern. Three configurations are examined, involving not only statistically significant differences (overuse and under-use), but also similarities (equal use). What is studied is the anticipatory it pattern ("It is however important to interpret these findings with caution") in apprentice writing in linguistics by learners and native speakers of English. The method yielded 463 tokens in 62 learner and 82 native-speaker essays. The research questions were (i) What are the connections between the selected subpatterns of anticipatory it and specific rhetorical moves? and (ii) Are there indications of learner behaviour in the connections between subpatterns and rhetorical moves? Most subpatterns were found to be specialised for a few moves. The two groups mostly used the subpatterns for the same rhetorical work, but the learners used important and clear subpatterns for a greater range of moves. 

  • 756.
    Ädel, Annelie
    Dalarna University, School of Languages and Media Studies, English.
    The latest word on figurative language: Metonymy trumps metaphor in the domain of communication2012In: SLE 2012. Stockholm University. Book of abstracts, 2012, p. 6-6Conference paper (Refereed)
  • 757.
    Ädel, Annelie
    Dalarna University, School of Languages and Media Studies, English.
    There’s not a penny in your pocket, but we believe every single word you say: The extremes of hyperbolic synecdoche in the domains of money and language2014Conference paper (Refereed)
  • 758.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Variability in learner corpora2015In: Cambridge Handbook of Learner Corpus Research / [ed] Granger, S., Gilquin, G., Meunier, F., Cambridge: Cambridge University Press, 2015Chapter in book (Refereed)
    Abstract [en]

    Corpora and corpus-based methods can make a contribution to the study of variability in learner language for two main reasons. One reason is that the study of linguistic variation itself is particularly amenable to quantitative and corpus-based analysis. The corpus, especially when used in combination with metadata about the learners represented and about the situation in which the language was produced, enables the researcher to quantify and compare data in systematic ways. The quantitative corpus results can then be used to verify or falsify claims made in the second language acquisition (SLA) literature or to generate new hypotheses about learner language. Another reason is that the focus on naturally occurring language in corpus work means that the types of learner data studied represent authentic language use. There is much experimental work in SLA, which means that the language analysed is produced in an experimental setting (such as a laboratory), typically solely for the express purpose of linguistic analysis. While there are many good reasons for the experimental elicitation of linguistic data – the complexity of language use is reduced; the language production and variables potentially affecting it can be controlled; the likelihood of capturing relevant types of linguistic output can be maximised – it is also the case that such data simply do not represent the full gamut of authentic language use. Almost inevitably, researchers who study learner corpus data will encounter linguistic variability and will need to account for it. Learner corpus research has paid a great deal of attention to the influence of the mother-tongue background on learner language (see Chapter 15, this volume), but it has tended to neglect other factors that may exert an influence and that may serve to account for some of the variability attested in learner corpora. This chapter will discuss some of these alternative factors and demonstrate how important they can be in language production in general and in foreign/second language production in particular. 2 Core issues Language is not a static phenomenon, but rather varies – sometimes considerably – depending on why it is used, where it is used, by whom it is used, and so on.

  • 759.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    Variation in Metadiscursive “You” Across Genres:: From Research Articles to Teacher Feedback2018In: Educational Sciences: Theory and Practice, ISSN 2630-5984, Vol. 18, no 4, p. 777-796Article in journal (Refereed)
    Abstract [en]

    This article takes the theme of metadiscourse across genres as a point of departure. To illustrate variation in the use of metadiscourse, reflexive uses of second person “you” are examined in different genres and discourse types, all of which represent academic discourse. The material includes university lectures, research articles, advanced university student essays and teacher feedback on student writing. The data is analysed both quantitatively, taking frequency into consideration, and qualitatively, taking discourse function into consideration. The extended units in which “you” occurs are compared across genres and discourse types to highlight the considerable variability of metadiscursive uses. One of the implications of the variation found— which was brought to the fore especially through the study of teacher feedback—is that our conceptualisations of metadiscourse are overly influenced by the type of data that have been in focus in research to date: highly visible written genres at the highly monologic end of the continuum. The metadiscourse in teacher feedback was found to be primarily about solving communication problems rather than organising the discourse and telling the reader how to respond to it. In fact, the feedback material is congruous with Roman Jakobson’s original conceptualisation of the metalinguistic function as solving communication problems.

  • 760.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    "What I want you to remember is…": Audience orientation in monologic academic discourse2014In: Intersubjectivity and Intersubjectification in Grammar and Discourse: Theoretical and descriptive advances / [ed] Brems, Lieselotte, Lobke Ghesquière & Freek Van de Velde, Amsterdam/Philadelphia: John Benjamins Publishing Company, 2014, p. 101-127Chapter in book (Refereed)
  • 761.
    Ädel, Annelie
    Dalarna University, School of Humanities and Media Studies, English.
    "What I want you to remember is…": Audience orientation in monologic academic genres2012In: English Text Construction, ISSN 1874-8767, Vol. 5, no 1, p. 101-120Article in journal (Refereed)
  • 762.
    Ädel, Annelie
    et al.
    Dalarna University, School of Languages and Media Studies, English.
    Carrio-Pastor, María Luisa
    Universitat Politècnica de València, Spain.
    Seminar on “Technology implementation in second language teaching”2012Conference paper (Refereed)
  • 763.
    Ädel, Annelie
    et al.
    Dalarna University, School of Humanities and Media Studies, English.
    Nyström Höög, Catharina
    Dalarna University, School of Humanities and Media Studies, Swedish.
    "Rädda, larma, släck" eller "stå kvar och tryck på knappen"?: Språkvetenskapliga perspektiv på brandskyddsinformation2019Conference paper (Refereed)
    Abstract [sv]

    Samtidens diskussioner handlar mycket om resurser och resursutnyttjande. Det forskningsprojekt som skisseras här är en strävan att i en mångvetenskaplig forskningsmiljö ta vara på den resurs som språkvetenskaplig kompetens innebär. Sommarens skogsbränder, inte minst i våra egna hemtrakter, har gett upphov till en diskussion om brand och säkerhet och inspirerade oss till att inventera den brandskyddsinformation som finns i vår omedelbara närhet, och utifrån den diskutera hur det kommunikativa förloppet kring brandskyddsinformation ser ut, och hur vi som språkvetare skulle kunna bidra till att vår förberedelse inför det som ”inte ska inträffa” kan bli så bra som möjligt.

    Projektets övergripande ärende är att öka förståelsen av vad ett språkvetenskapligt perspektiv kan tillföra till arbete med brandsäkerhet och utrymning. I den upptaktsfas där projektet befinner sig har vi samlat ett material av utrymningsskyltar och brandinstruktioner inom Högskolan Dalarnas väggar. Skyltarna är antingen monomodalt visuella eller multimodala genom att bygga på både visuella och verbala resurser (jfr Forceville & Kjeldsen 2018). I en explorativ analys kombinerar vi erfarenheter från klarspråksforskning och multimodal analys för att identifiera möjliga läsningar och begriplighetsproblem i materialet.

    Ett drag som gör den här typen av texter intressant är att det verkar viktigare att de finns, än att de läses och förstås. Det gör att utrymningsanvisningarna påminner både om sådana texter som måste finnas i organisatoriska kontexter, värdegrunder och andra policydokument, och om andra säkerhetstexter där förekomst är viktigare än reception, såsom säkerhetsgenomgångar på flygplan. Det saknas en precis terminologi för att ringa in den här ”rituella” funktionen hos texter, och där kan projektet lämna ett viktigt bidrag.

    I nästa steg planerar vi att anordna fokusgruppssamtal för att komma i kontakt med den specialistkultur som präglar produktionen av skyltar och anslag och för att kontrastera lekmäns förståelse av utrymningsinformation mot specialisters.

  • 764.
    Ädel, Annelie
    et al.
    Stockholms universitet.
    Römer, Ute
    Georgia State University.
    Research on advanced student writing across disciplines and levels: Introducing the Michigan Corpus of Upper-level Student Papers2012In: International Journal of Corpus Linguistics, ISSN 1384-6655, E-ISSN 1569-9811, Vol. 17, no 1, p. 3-34Article in journal (Refereed)
  • 765.
    Ädel, Annelie
    et al.
    Dalarna University, School of Languages and Media Studies, English.
    Swales, John
    University of Michigan.
    Narratives of nature in English and Swedish: Butterfly books and the case of Argynnis paphia2013In: Of butterflies and birds, of dialects and genres: Essays in honour of Philip Shaw / [ed] Melchers, G., N.-L. Johannesson & B. Björkman, Stockholm: Acta Universitatis Stockholmiensis, 2013, p. 17-34Chapter in book (Refereed)
  • 766.
    Ågehäll, Monika
    Dalarna University, School of Humanities and Media Studies, German.
    Die Grausamkeit des Märchens -Historische Hintergründe und Entwicklung von Basile, über Perrault bis zu den Gebrüdern Grimmanhand ausgesuchter Märchen2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The topic of the following thesis is cruelty in fairy tales. For the work on hand the following fairy tales were used to examine the historical roots of the topic as well as pedagogical background: Red Riding Hood from the Brothers Grimm and Perrault as well as Han-sel and Gretel another tale of the Grimm Collection, the Tom Thumb-Version of Perrault and Ninillo und Nennella from Basile. Af-ter a short introduction to the meaning of fairy tales, the stories are retold and analyzed as well as compared to their most probable historical background and it shows that what seems to be cruel to-day had a very different meaning in the past.

  • 767.
    Ågren, Henrik
    Dalarna University, School of Humanities and Media Studies, German.
    Ostalgie in der DDR-Literatur des 21. Jahrhunderts: Analyse von sechs Beiträgen verschiedener Autoren2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 768.
    Åhman Billing, Tina
    Dalarna University, School of Humanities and Media Studies, English.
    The Female Protagonists in Thackeray’s Vanity Fair: A Corpus Linguistic Study of Keywords, Collocations, and Characterisation2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay uses corpus linguistic methods to study aspects of the novel Vanity Fair by W M Thackeray. The aim is to study the way Thackeray chose to describe his two female protagonists, Rebecca Sharp and Amelia Sedley. This is accomplished by a closer study of keywords in Vanity Fair, created by using a reference corpus consisting of thirteen novels by Victorian authors. These keywords are used to define semantic fields related to the novel. Keywords from the semantic field closest to the protagonists are studied in context. In addition, adjectives that collocate with the names of the protagonists are analyzed to compare the characterization of each woman. The study indicates that Thackeray has used fewer adjectives to describe Amelia than Rebecca, but that he has used these more frequently, which may cause readers to form a stronger mental picture of Amelia’s character sooner than they do for Rebecca’s.

  • 769.
    Åkerberg, Anneli
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    ”Hur ska jag hälsa?”: En kvalitativ studie om integration i läroböcker för svenska som andraspråk2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med uppsatsen är att analysera tre läroböcker i svenska som andraspråk för att belysa hur den samhällspolitiska synen på integration framställs och hur det hänger ihop med skolans demokratiuppdrag. Genom att studera läroböcker i svenska som andraspråk, utifrån kvalitativ metod identifieras vilken typ av integration som framställs. Studien utgår från två kunskapstyper, i-kunskap och om-kunskap. I-kunskaper betonar kunskaper för att kunna leva i ett samhälle, och om-kunskaper betonar faktabaserade kunskaper. Utifrån denna kategorisering belyses sedan, vilka integrationstypiska teman som förekommer i läroböckerna. Med idéanalytisk metod och ett hermeneutiskt förhållningssätt identifieras tre integrationstypiska teman, s. arbete, skola och språkkompetens/socialisering. Resultatet visar att om-kunskaper dominerade och den integration som framställs i läroböckerna är mestadels kopplat till språkkompetens och socialisering. Detta hänger också ihop med skolans demokratiuppdrag som ämnar fostra goda samhällsmedlemmar, som ska både kunna aktivt delta och bidra till samhället.

  • 770.
    Åkerwall, Therese
    Dalarna University, School of Humanities and Media Studies, English.
    Neutrality in political interviews: A conversational analysis focusing on the expected neutrality provided by the interviewer2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to examine the norms of conversational behaviour expected by a journalist in political interviews and the ability to maintain objectivity or not, depending on the interaction with the political participants. The data is a transcript from a political interview in the US featuring a senior journalist and three political participants belonging to various political parties. The transcript will be analysed through conversational analysis to study the sequential patterns and content to discover non-neutral actions by the interviewer.

  • 771.
    Åsberg, Felicia
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Litterata, spelande ungdomar: Om digitala spels möjligheter att utveckla litteraciteter i andraspråksundervisningen i grundskolans senare år2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Enligt Statens medieråd spelar ungefär 92 % av alla barn mellan 9-16 år någon form av spel dagligen (Statens medieråd, 2013). Min ambition med denna uppsats är att genom en systematisk litteraturstudie undersöka och diskutera spel och spelandets möjligheter att utveckla litteraciteter hos andraspråkselever i grundskolans senare år inom ämnet svenska som andraspråk. Detta uppnås bland annat med att närmare studera vilka skrifthändelser och skrifthandlingar som vissa forskare menar uppstår vid spelande, vad kursplanen i svenska som andraspråk och svenska skriver om litteracitet och läsförståelse samt vilka kunskaper och förmågor som är eftersträvansvärda i dagens undervisning.

    Begreppet litteracitet förstås genom New Literacy Studies sätt att se skrifthändelser och skrifthandlingar som en del i en social kontext och praktik där flera språkliga handlingar verkar samtidigt och påverkar varandra. Att se litteracitet som en social praktik tillsammans med ett sociokulturellt perspektiv på lärande innebär en teoretisk utgångspunkt där språk studeras utifrån just de sociala praktiker de verkar och uppkommer inom, ur detta grundas också uppsatsens teori. Delar av det analyserade materialet beskriver hur barn och ungas textvärldar inkluderar många olika domäner och plattformar, vilka ställer nya krav på både deras läsförmåga och kommunikationsförmåga. I skolan däremot, tar man ofta avstånd från flera av dessa domäner och intressen och det beror bland annat på traditionella undervisningsföreställningar men även en avsaknad av kunskap inom elevernas digitala intresseområden. En annan del av analysen visar hur spel och spelande skulle kunna rekonstruera vår förståelse av litteraciteter i relation till ungas textvärldar och spelkulturer eftersom spel ofta använder samma inlärningsprinciper som undervisningen gör. Genom att sätta sig in i hur spel är designade för att lära och utmana kan man också förstå deras dragningskraft och därmed också dess möjligheter att utveckla litteraciteter.

  • 772.
    Öberg, Olivia
    Dalarna University, School of Humanities and Media Studies, French.
    La représentation des filles et garçons dans la littérature de jeunesse: - Une analyse textuelle de quatre oeuvres et leur utilisation en classe2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 773.
    Ödmann, Anna
    Dalarna University, School of Humanities and Media Studies, French.
    Des dialogues modèles à la pensée personnelle et indépendante: Une étude du rapport entre trois programmes d’enseignement en Suède et des manuels de français utilisés pour chaque programme.2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 774.
    Öhqvist, Åsa
    Dalarna University, School of Humanities and Media Studies, English.
    Comparison of Authentic and Simplified Texts: A case study of Wuthering Heights 2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to explore in what way Graded Readers are different from authentic texts against the background of English as a Second Language (ESL) and the use of authentic and simplified text in ESL teaching. The material used for this purpose is the authentic text of Wuthering Heights by Emily Brontë and two upper-intermediate Graded Readers from two different publishers. The study uses the software readability-score and manual analysis to examine the texts with regards to lexical choice, language structure and story. The study showed that the Graded Readers are simplified in all aspects studied. Moreover, the Graded Readers differ from each other as well, most notably in the style of the text due to sentence structure and story simplification. This could imply that different authors of Graded Readers adopt different styles when simplifying text and that the grading levels are not comparable between different publishers.

  • 775.
    Östberg Lopes, Pernilla
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Svenska som andraspråk: En studie av vuxna italienska andraspråksinlärares språknivå2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 776.
    Österberg, Robin
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Svenska som andraspråk, i skolan och i livet: Några elevers upplevelse av SVA-undervisning och dess framtidseffekt2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Effectiveness of second language education in Sweden has been debated in the media and among lawmakers as well as within several fields of research, but few of the participants have had opportunity to comment on the matter. Therefore, the aim of this study was to examine and clarify the views of some Swedish second language learners on how the educational system is meeting curriculum goals regarding possibilities to take part in work and community settings. Five learners of Swedish as a second language underwent a semi-structured interview, while five other second language learners participated in a survey on the same topic. The collected materials are then grouped and presented by theme and discussed. The results suggest that while second language learners of Swedish appreciate the opportunity to take part in the education because it gave them a way into other school subjects, they also feel that the course organization and content has not been the springboard into social and career settings prescribed in the syllabus.

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