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  • 851.
    Ädel, Annelie
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    The latest word on figurative language: Metonymy trumps metaphor in the domain of communication2012Ingår i: SLE 2012. Stockholm University. Book of abstracts, 2012, s. 6-6Konferensbidrag (Refereegranskat)
  • 852.
    Ädel, Annelie
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    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 language2014Konferensbidrag (Refereegranskat)
  • 853.
    Ädel, Annelie
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Variability in learner corpora2015Ingår i: Cambridge Handbook of Learner Corpus Research / [ed] Granger, S., Gilquin, G., Meunier, F., Cambridge: Cambridge University Press, 2015Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 854.
    Ädel, Annelie
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Variation in Metadiscursive “You” Across Genres:: From Research Articles to Teacher Feedback2018Ingår i: Educational Sciences: Theory and Practice, ISSN 2630-5984, Vol. 18, nr 4, s. 777-796Artikel i tidskrift (Refereegranskat)
    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.

  • 855.
    Ädel, Annelie
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    "What I want you to remember is…": Audience orientation in monologic academic discourse2014Ingår i: 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, s. 101-127Kapitel i bok, del av antologi (Refereegranskat)
  • 856.
    Ädel, Annelie
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    "What I want you to remember is…": Audience orientation in monologic academic genres2012Ingår i: English Text Construction, ISSN 1874-8767, Vol. 5, nr 1, s. 101-120Artikel i tidskrift (Refereegranskat)
  • 857.
    Ädel, Annelie
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Writer/reader visibility in research articles:: Variability across language, regional variety, discipline and gender2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Writer/reader visibility in research articles has been studied contrastively between English and other languages (e.g. Dahl 2004; Pérez Llantada 2010; Sanderson 2008; Vassileva 1998). This study considers several variables potentially affecting discourse patterns: language culture (English; Swedish), regional variety (British; American English), discipline (History; Linguistics; Literary Studies) and gender. The phenomenon studied is metadiscourse, defined as reflexive linguistic expressions referring to the evolving discourse itself, including references to the writer-speaker and the audience of the current discourse (Ädel 2006). The study is based on a 1.6 million word corpus of single-authored research articles. The English-language material consists of 96 and the Swedish material 70 articles. All three disciplines are represented in the English material, but the Swedish material presently includes only Linguistics. The findings include first and second person pronouns used metadiscursively. Nouns referring to the writer/reader were also studied and found to be marginal. Second-person pronouns occur rarely in the English and never in the Swedish material. First-person pronoun use exhibits considerable variation: occurrences of ‘I’ range from 1-28 and ‘we’ from 0.5-32 per 10,000 words. There are disciplinary trends in the English data, with an average of 15 occurrences/article in Linguistics, 11 in Literary Studies and 3 in History, following the same order as in Sanderson (2008). The results for regional variety are similar, with the exception of ‘we’, used considerably more often by the British authors. No major differences based on gender were found, in contrast to Sanderson (2008). In the Swedish material, ‘I’ is almost twice as frequent as ‘we’, which makes it dissimilar to both the British data where ‘we’ predominates and the US data where the distribution is even. The talk closes with a discussion of multivariate statistics, consistency in findings and research design in this type of research on scholarly writing practices.

     

    References

    Ädel, A. (2006). Metadiscourse in L1 and L2 English. Amsterdam/Philadelphia: John Benjamins.

    Dahl, T. (2004). Textual metadiscourse in research articles: A marker of national culture or of academic discipline? Journal of Pragmatics, 36(10), 1807–1825.

    Pérez-Llantada, C. (2010). The discourse functions of metadiscourse in published academic writing: Issues of culture and language. In Ädel, A. & A. Mauranen (Eds.) Nordic

    Journal of English Studies, 9(2), 41–68.

    Sanderson, T. (2008). Corpus, Culture, Discourse. Tübingen: Gunter Narr Verlag.

    Vassileva, I. (1998). Who am I/who are we in academic writing?: A contrastive analysis of authorial presence in English, German, French, Russian and Bulgarian. International Journal of Applied Linguistics, 8(2).

  • 858.
    Ädel, Annelie
    et al.
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Carrio-Pastor, María Luisa
    Universitat Politècnica de València, Spain.
    Seminar on “Technology implementation in second language teaching”2012Konferensbidrag (Refereegranskat)
  • 859.
    Ädel, Annelie
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Nyström Höög, Catharina
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska språket.
    "Rädda, larma, släck" eller "stå kvar och tryck på knappen"?: Språkvetenskapliga perspektiv på brandskyddsinformation2019Konferensbidrag (Refereegranskat)
    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.

  • 860.
    Ädel, Annelie
    et al.
    Högskolan Dalarna, Akademin Språk och medier, Engelska.
    Swales, John
    University of Michigan.
    Narratives of nature in English and Swedish: Butterfly books and the case of Argynnis paphia2013Ingår i: 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, s. 17-34Kapitel i bok, del av antologi (Refereegranskat)
  • 861.
    Åhman Billing, Tina
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    The Female Protagonists in Thackeray’s Vanity Fair: A Corpus Linguistic Study of Keywords, Collocations, and Characterisation2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    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.

  • 862.
    Åkerwall, Therese
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Neutrality in political interviews: A conversational analysis focusing on the expected neutrality provided by the interviewer2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    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.

  • 863.
    Öhqvist, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Comparison of Authentic and Simplified Texts: A case study of Wuthering Heights 2016Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    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.

  • 864.
    Öhrn, Petra
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Exclusive Magic: A Postmodern Analysis of Inclusion/Exclusion of the Other in the Harry Potter-series2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 865.
    Östman, Klara
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Neutral or not?: A study of gender (in)equality in the use of professional terms in English.2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Jenny Cheshire, current editor in chief of

    Language in Society, stated that there is a bias of masculine terms and referents in the English language (1985, p. 22). This poses a problem, both linguistically and socially, and conscious language reforms need to be imposed in order for the bias to drastically be countered (1985, p. 22). In the past decades, gender-neutral terms, such as chairperson has been gaining ground in English, particularly in business discourse, and are contributing to create a more gender-neutral language. According to Cheshire (2008), media discourse is enormously influential (p.9) in the way we communicate, and this study investigates patterns in the use of chairperson and salesperson, as well as historically male professions priest and manager and female professions nurse and secretary. The data for this study is taken from the TIME Magazine Corpus. The results of this study show that masculine gender collocates appear commonly with the historically female professions and conversely for the historically male professions which appear more often with feminine collocates. Furthermore, through analysis of 1,000 instances of the terms in the corpus, it is noted that there are differences as to how the professions are connected with other words as well. Sexuality, nationality and physicality are ways in which the collocates of the terms differ. It is noted that, over time, there have been both increases and decreases in how gender collocates appear with the terms and that the frequency in usage of the feminine, masculine and gender-neutral terms have all been noted to vary in usage over the past century in the selected discourse.

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