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  • 1.
    Sandlund, Erica
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur.
    Sundqvist, Pia
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur.
    Nyroos, Lina
    Uppsala universitet, Institutionen för nordiska språk.
    Testing L2 talk: A review of empirical studies on second language oral proficiency testing2016Ingår i: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 10, nr 1, s. 14-29Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this review article, empirical studies published from 2004 through 2014 on second-language (L2) oralproficiency testing are analyzed, with a specific focus on discourse and social interaction in such tests.Taking three common test setups, oral proficiency interviews (OPIs), paired peer tests, and group peertests as an organizing principle for the studies examined, recent developments in L2 oral proficiencytesting research are situated, reviewed, and discussed, with a particular focus on tests conducted in face-to-face contexts. Findings from the review of selected journals, databases, monographs, and edited collec-tions indicate (1) a prevalence of studies of the OPI format, but a growing research base on paired andgroup tests, (2) an absence of oral test studies in discourse journals, and (3) an emphasis on assessment,validation, and rater perspectives, as opposed to detailed analyses of interaction in L2 tests.

    Ladda ner fulltext (pdf)
    fulltext
  • 2.
    Schalley, Andrea C.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Australia Loves Language Puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)2014Ingår i: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 8, nr 12, s. 659-670Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Australian Computational and Linguistics Olympiad (OzCLO) started in 2008 in only two locations and has since grown to a nationwide competition with almost 1500 high school students participating in 2013. An Australian team has participated in the International Linguistics Olympiad (IOL) every year since 2009. This paper describes how the competition is run (with a regional first round and a final national round) and the organisation of the competition (a National Steering Committee and Local Organising Committees for each region) and discusses the particular challenges faced by Australia (timing of the competition and distance between the major population centres). One major factor in the growth and success of OzCLO has been the introduction of the online competition, allowing participation of students from rural and remote country areas. The organisation relies on the goodwill and volunteer work of university and school staff but the strong interest amongst students and teachers shows that OzCLO is responding to a demand for linguistic challenges. © 2014 John Wiley & Sons Ltd.

  • 3.
    Schalley, Andrea C.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Ontologies and ontological methods in linguistics2019Ingår i: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 13, nr 11, s. 1-19, artikel-id e12356Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the last decade, linguists have started to develop and make use of ontologies, encouraged by the progress made in areas such as Artificial Intelligence and the Semantic Web. This paper gives an overview of notions and dimensions of “ontology” and of ontologies for and in linguistics. It discusses building blocks, design aspects, and capabilities of formal ontologies and provides some implementation pointers. The focus of this paper, however, is on linguistic research and what a modelling framework based on ontologies has to offer. Accordingly, the paper does not aim at providing an overview of specific models for computational processing. To illustrate the issues at hand, an example scenario from linguistic typology is selected instead, where the aim of describing the world's languages is approached through ontologies.

    Ladda ner fulltext (pdf)
    fulltext
  • 4.
    Sundqvist, Pia
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för språk, litteratur och interkultur (from 2013).
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för språk- och litteraturdidaktik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Classroom vs. extramural English: Teachers dealing with demotivation2013Ingår i: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 7, nr 6, s. 329-338Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present article explores challenges facing EFL classrooms in Sweden due to new informal out-of-school language learning settings created by the current media landscape. A recent Swedish national evaluation identifies that a problematic situation in secondary school EFL classrooms has emerged. EFL teachers find it difficult to bridge the gap (cf. Olsson 2011) between the English used in school and the English used outside of school, extramural English (Sundqvist 2009). As a consequence, the pupils (aged 13–16) become discouraged and demotivated. Based on experiences from language teaching methodology in-service training programs and a small-scale survey, the article discusses the problem with demotivation, the empowerment of EFL teachers, and the development of teaching practices in order to meet the new challenges. The article argues that the challenges that Swedish EFL teachers currently meet can be viewed as an early indication that similar challenges are likely to emerge also in EFL classrooms elsewhere.

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