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  • 101.
    Nilsson, Malin
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    "Det är svårt att få elever att läsa en hel bok om de inte ser en mening med det": En studie om hur lärare motiverar elever till att läsa skönlitteratur2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Motivationen är den kraft som driver oss framåt och håller ett intresse vid liv och har en stor betydelse inom skolans värld. Hur lärare arbetar med motivation har stor betydelse för elevers lärande, personliga utveckling och sociala kompetens. Forskningen visar att det finns ett samband mellan elevernas motivation och lärande. Mitt examensarbetes syfte är att se hur lärare på högstadiet arbetar med att öka elevernas intresse, engagemang och motivation till lusten att läsa skönlitteratur i skolan och på fritiden. För att få svar på detta använde jag mig av dessa frågeställningar:

     Hur arbetar svensklärare på högstadiet med att motivera elevers skönlitterära läsning?

     Använder de några särskilda strategier för att öka elevers läsning i skolan och på fritiden?

     Vilka resultat vill man uppnå genom att arbeta med skönlitteratur i klassen?

    För att få svar på mina frågeställningar använde jag mig av halvstrukturerade semiintervjuer. Tre lärare på olika skolor har intervjuats enskilt. Resultatet visade att när eleverna upplever läsningen, undervisningen och läraren som positiv, ökar deras motivation och läsintresse. Läraren har en stor betydelse för elevernas inställning till ämnet och läsintresset. Med goda ämneskunskaper och didaktiska förmågor kan läraren genom olika metoder och arbetssätt öka elevernas motivation till att läsa skönlitteratur. Faktorer som samtal, relationsbyggande, elevinflytande och goda läsmiljöer påverkar elevernas inställning till svenskämnet och läsningen av skönlitteratur. Lärarens personlighet och undervisningsstil är också faktorer som påverkar eleverna. Litteratur och undervisning skall upplevas som rolig, positiv, intressant och givande. En positiv erfarenhet av en upplevelse eller aktivitet såsom läsning, kommer att göra att eleven fortsätter med den även på fritiden.

  • 102.
    Nilsson, Rickard
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Codeswitching in the Swedish EFL classroom: A comparative study of teachers’ views and practices regarding first language use and related guidelines2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this qualitative case study, the beliefs and practices regarding codeswitching in the EFL classroom are compared between selected teachers of English in upper-secondary and compulsory school (school years 7-9) from Sweden. Through semi-structured interview questions, the data were collected from six teachers from each of the respective levels of education. The interviews were conducted by the researcher on a one-to-one basis with the informants of the study. The answers showed several differences and similarities between the teachers. While both groups of teachers said that codeswitching was to varying extent necessary, the upper-secondary school teachers seemingly had a more negative view towards codeswitching in the EFL classroom. Most of the upper-secondary school teachers codeswitched when for example teaching difficult areas such as grammar by making direct comparisons to the Swedish language. The compulsory school English teachers were less negative towards the use of the L1 and often stated that codeswitching was necessary and had several uses in the EFL classroom.  According to the compulsory school English teachers, codeswitching could aid when giving complex instructions, feedback or be used to show student comprehension. When the teachers were asked about whether the guideline documents affected their choice of language in the classroom, four out of six of the upper-secondary school teachers said that their language selection was affected by the directives to varying extent. The compulsory school English teachers’ selection of language was not affected by their guideline documents, which was expected since these do not give directives regarding language selection.

  • 103.
    Olsson, Carin Therese Irene
    Karlstad University. Karlstad University, Faculty of Arts and Education.
    The effect of errors on the intelligibility of learner texts2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract: This paper is based on a qualitative investigation concerning the effect of errors on the intelligibility of learner texts and whether there are some errors that can be considered graver than others. The investigation was based on five student texts that were collected at an upper secondary school in the Swedish province of Värmland. The texts were sent to five native speaker evaluators in Britain and the United States of America. The errors represented were categorized as followed: substance, grammar, word choice, transfer errors and other errors.The results indicate that errors concerning substance, word choice, other errors and grammar were not considered grave. Concerning the grammatical errors, there were only a small number of cases that were considered grave. Therefore, the conclusion was drawn that grammatical errors do not affect the intelligibility of any of the five texts. However, the results from the investigation show that transfer errors, i.e. when the writer has transferred characteristics from the first language to the target language, were considered affecting the intelligibility to a larger extent than errors belonging to the other categories.

  • 104.
    Olsson, Veronica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    "Prata mer ljudet och inte bara om bokstaven": En studie om hur förskolan ser ut för barn med fonologisk språkstörning2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 105.
    Pettersson, John Sören
    Uppsalas universitet.
    Delimiting a Theory of Writing1998In: Language sciences (Oxford), ISSN 0388-0001, E-ISSN 1873-5746, Vol. 20, no 4, p. 415-427Article in journal (Refereed)
  • 106.
    Pettersson, John Sören
    Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Information Systems and Project Management. Karlstad University, Faculty of Economic Sciences, Communication and IT, Centre for HumanIT.
    Grammatological Studies: Writing and its Relation to Speech1996Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This work addresses the problem of how writing is related to speech and how our notions of language are related to writing principles such as ‘the alphabetic principle’. The target of the study is the concept of ‘phonography’ (sound-writing, sometimes called ‘glottography’). This has been used in several theoretical works on writing, often with the assumption that the existence of phonographic systems somehow proves that the purpose of writing is to represent speech. From a functional approach, that is, from a theoretical base where language (of whatever modality) is seen as crucially dependent on actual communicative events, the notion that writing is representational in nature is criticised.

     Three areas are investigated: 1. the origin of the phono+graphic type of writing (also treated are the origin of spoken language and the medium-dependency of language); 2. the relation between alphabetic writing and notions concerning the structure of language in general and of particular languages; 3. the relationship between phonographic methods of reading old scripts and the prevailing phonocentrism.

     In all three areas it is found that the possibility of indicating pronunciation of written texts by phonographic means has been overinterpretated in favour of the prevalent representational view. The investigations conducted here present new perspectives on how phonography is to be understood in that they demonstrate how it has contributed to the development of the means for human expression, to the historical development of writing systems, to the historical development of concepts about language.

  • 107. Qvarfordt, Robin
    English Outside the Classroom: A study of the impact of Extramural English on students' receptive skills2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study sets out to investigate whether and to what extent activities involving Extramural English (EE) have an impact on how students in the sixth and ninth year of the Swedish school-system perform on the national tests of listening and reading comprehension issued by the National Agency for Education. In order to test this, the students participating were asked to fill out a questionnaire asking about their contacts with English outside of the classroom environment and were then administered old national tests of reading and listening comprehension as part of their regular classroom instruction. The data collected was analysed in SPSS in the form of correlation analysis and ANOVA. It was found that EE-activities may indeed impact how well the students perform in tests assessing receptive skills and that certain activities (such as reading, gaming, engaging in oral communication) yielded greater gains than others (such as watching movies and TV-series). In addition to this, the study indicates a difference between how profound of an impact EE-activities have depending on the age of the students, with the older students benefiting more from EE than the younger.

  • 108.
    Rantakoski, Jenny
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Det muntliga berättandets plats i förskolan: En studie om förskollärares attityder samt arbetssätt kring det muntliga berättandet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this thesis is to explore how preschool teachers look at and how they work with oral narrative. The purpose is to gain an increased knowledge of how the work can develop. In order to find the answers to the questions as well as the aim, I chose to interview preschool teachers. After the summary of the interviews was made, the study showed that more preschool teachers prefer to read books over using oral narrative. The result turned out that way since the interviewees were not comfortable in their oral narrative role and need to put more effort in it. Furthermore, the construction of the premises also played a big part in the results since it showed that the rooms where the story telling were hold were either too big or too small. They meant that the environment, which was not inviting to them or the children, did not make the best place for the oral narrative to take place and they wished it was different. However, the preschool teachers who were interviewed showed a positive attitude towards making changes for the better and they all wished to develop their oral narrative skills in the preschool.

  • 109.
    Ribeck, Judy
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Göteborgs universitet.
    Naturvetenskapliga läroböcker ställer höga språkliga krav på eleverna2016Conference paper (Other (popular science, discussion, etc.))
  • 110.
    Ribeck, Judy
    Göteborgs universitet.
    Steg för steg. Naturvetenskapligt ämnesspråk som räknas2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In this work, I present a linguistic investigation of the language of Swedish textbooks in the natural sciences, i.e., biology, physics and chemistry. The textbooks, which are used in secondary and upper secondary school, are examined with respect to traditional readability measures, e.g., LIX, OVIX and nominal ratio. I also extract typical linguistic features of the texts, typicality being determined using a proposed quantitative method, labelled the index principle. This empirical, corpus-based method relies on automatic linguistic annotations produced by language technology tools to calculate what I call index lists, rank-ordered lists of characteristic linguistic features of specific text corpora as compared to reference texts. I produce index lists for typical vocabulary, noun phrase structures and syntactic structures, extracted from a 5.2 million word textbook corpus, compiled as a part of the work presented. As well as being frequent and well dispersed, the linguistic variables selected for the index lists are also characteristic of the text type in question, as is evident when they are compared to a reference corpus, comprising textbooks in the social sciences and mathematics, as well as narrative and academic (university-level) texts. The results show that textbooks in natural science contain a lot of content-specific, technical vocabulary. This characteristic not only distinguishes natural scientific language from everyday language, but also from social scientific language, which on the lexical level has more in common with narrative texts. On the other hand, the textbook language as a whole is structurally distinguishable from narrative texts, as clearly seen, e.g., in its noun phrase complexity. In the transition between secondary and upper secondary school, the scores of almost every readability measure go up, indicating an increase in linguistic demands on the readers. In the upper secondary textbooks the words are longer, the vocabulary more varied, the noun phrases longer and more elaborate, and the most typical syntactic structures more complex. Notably, the linguistic development between the form levels is more marked in the natural-science textbooks, compared to social sciences and mathematics. Nevertheless, the textbook language overall shows a relatively low complexity in comparison to academic language.

  • 111.
    Ribeck, Judy
    et al.
    Göteborgs universitet.
    Jansson, Håkan
    Göteborgs universitet.
    Sköldberg, Emma
    Göteborgs universitet.
    Från aspekt till övergripande: en ordlista över svensk akademisk vokabulär2014In: Nordiske studier i leksikografi 12: Rapport fra Konferense om leksikografi i Norden Oslo 13. - 16. august 2013 / [ed] R. Vatvedt Fjeld & M. Hovdenak, Nordisk forening for leksikografi , 2014, Vol. 13, p. 370-384, article id 978-82-7099-763-3Conference paper (Refereed)
    Abstract [en]

    This report describes a project to develop an academic word list for Swedish. The resulting word list is published at . It comprises 655 headwords, extracted from a 25 million word corpus of Swedish academic texts. Both the word list and the corpus are openly accessible through Språkbanken’s lexical and corpus infrastructures.

  • 112.
    Riffer, Helena
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Self-perceived English Proficiency in Relation to Extramural Language Environment: A comparison between Swedish students of English living in the UK and in Sweden2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Students today encounter a vast amount of English in their free time, outside the walls of school. They watch English films, play English computer games, and keep international contacts through the internet. This present study focuses on mapping the so called Extramural English activities of two groups of upper secondary high school students in order to find out how and if the overall English proficiency of those students can be derived from the English they encounter in their free time. One of the groups is living and studying at a Swedish school in the UK, while the other one is living and studying at a regular high school in the south of Sweden. Both groups participated in a survey where they were asked to answer questions about their free time habits, time spent on different English activities and how they feel that their confidence and overall proficiency in the subject has improved. The results of this study show that the students living in the UK engage in more English activities outside of school and that they claim overall better results and higher confidence in their English. This study contains proof that Extramural English is an important factor in achieving targetlike language proficiency.

  • 113.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    A Questionnaire Based Study of Family Language Policy in Swedish-English Bilingual Families2019Conference paper (Refereed)
    Abstract [en]

    This study draws on data from a questionnaire which was distributed nationwide in Sweden in 2018. The informants were parents in families in which one parent is a native English speaker and one parent is a native Swedish speaker. The questionnaire, completed by over 300 informants, was an online questionnaire consisting of twenty questions. Five of these questions related to language policies in and outside of the home, namely, the language(s) the informant uses outside of the home, the language(s) the informant uses with the other parent, the language(s) the informant uses with their children, the language(s) the other parent uses with their children, and the language(s) the children use together (if applicable). In this study, the responses to these five questions form outcome variables, while the responses to the other questions form predictor variables. Data were analysed using inferential statistics.

    The predictor variables I use are grounded in current Family Language Policy research which suggests that economic, political, socio-cultural, and linguistic factors influence language use amongst family members (Curdt-Christiansen, 2009:355). In this study, I discuss correlations between language policies and factors such as the father versus the mother as the minority language parent, rural versus urban contexts, parental education level, parental employment status, current relationship status between parents, the ages of children in a family, and the number of children in a family. I also discuss the extent to which the Swedish societal context in particular may mediate the findings presented, and whether these findings might be able to help us understand Family Language Policy more generally.

  • 114.
    Roberts, Tim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Linguistic trajectories, ideologies and repertoires of multilingual families in Sweden2017Conference paper (Other academic)
  • 115.
    Roberts, Tim
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Soler, Josep
    Stockholm University, Faculty of Humanities, Department of English.
    Language practice and ideology in trans-national multilingual families: Focus on English2016Conference paper (Refereed)
    Abstract [en]

    Past research into English as a lingua franca (ELF) has primarily focused on the domains of academia and business (e.g. Kankaanranta and Louhiala-Salminen 2010; Mauranen 2012), with little focus on the use of ELF in the family context (see, however, Pietikäinen 2014). In parallel to that, Family Language Policy (FLP) has emerged as a field of interest bridging the areas of language acquisition and language management (e.g. King et al. 2008; Schwartz 2010). However, in the majority of the cases, research on FLP has been concerned with the maintenance of migrant or minority languages. As a consequence, the lingua franca use of English in multilingual families has not featured prominently in FLP research.

    In this presentation we consider ELF in the family context and present preliminary findings from a series of semi-structured interviews taken from our study focusing on transnational intermarried couples who reside in Sweden. We examine the role that ELF and other languages play in the lives of these families with regards to intrafamilial and extrafamilial language use. The results highlight the complex multilingual lives of the informants and give insight into how different language ideologies manifest themselves in the family context. Furthermore, we relate our findings to Blommaert & Backus (2011) and consider what it means to ‘know’ a language in the context of enhanced complexity, superdiversity and transnational mobility.

  • 116.
    Rönnqvist, Sofie
    Karlstad University.
    Tidig läs -och skrivinlärning: Intervjuer med pedagoger om deras syn på lärande2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this work is to explore how to work with early reading and writing and find out what really comes first of the two. The work also involves the best known literacy learning methods and deals with methods to work around reading and writing.

     

    I have read previous research on the subject and watched a movie from our AV-central on children’s early language development. It includes an interview with two professors of education, Mats Myrberg and Mats Ekholm where they talk about the pros and cons of early learning literacy. My research is based on literary sources and interviews with educators who work with reading and writing in the early years.

     The results showed that even if a teacher tries to work with early writing skills we still remain in the traditional school, beginning with learning how to read. The school of today is characterized by individualized learning. The need for levelled education is huge and the teachers often feel the time is insufficient. 

  • 117.
    Samuelfolk, Hugues
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    The promotion of Swedish L2 students’ oral proficiency2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to examine how Swedish teachers of English encourage the development of students’ oral proficiency in the English language. By interviewing six Swedish teachers of English at upper secondary school, the study addresses which methods are mostly used by the teachers in order to encourage the improvement of students’ oral proficiency. The results of the study indicate that all the teachers tried in different manners to encourage students’ self-confidence, which would help them develop their oral proficiency. Furthermore, it was possible to conclude that the teachers shared the notion that insecurity is detrimental to the development of students’ oral proficiency. Another method that was used by the teachers was allowing students to work in either pair or groups. Even though most teachers used this method, they did point out different things that were important to think about in terms of group work. For the teachers, it was important that the students had fun during oral exercises, and thus, most teachers used different games when conducting oral activities in order to inspire a more relaxed or comfortable environment. The last concept that the teachers talked about was the usage of the target language in the classroom. Here the teachers’ ideas were not in alignment with each other. Some thought that it was good to force the students to use the target language throughout the lessons when communicating, whereas others only believed that students had to communicate orally in the target language during speaking activities. If students were insecure, it did not, according to these teachers, help the students to force them to speak English throughout the lessons. Most of the concepts that were introduced by the teachers were similar to those found in previous studies on Swedish teachers of English. Furthermore, the results of this paper could also be tied to previous research concerning oral development for L2 learners.

  • 118.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Affect displays in academic seminar talk2012Conference paper (Other academic)
  • 119.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    ”I want you tuh say ’Oh good I’ve got that’": Reported speech in modeling desirable conduct2012Conference paper (Refereed)
    Abstract [en]

    In everyday interaction, people recurrently animate, enact, or report on talk. As conversation analysts have shown, reported speech is often deployed in complaint sequences, joking, storytelling, and in moments where some socially delicate matter are to be addressed. In this paper, I examine instances where enactments of hypothetical, non-narrative talk are deployed in the context of modeling desirable stance or conduct. Through examination of segments from academic seminars and performance appraisal interviews in organizations, it is demonstrated how animations of possible talk are used as devices for illustrating proper or improper conduct in contexts that involve orientations to some kind of problematic behavior. Enactments of hypothetical talk (private thought, possible talk in hypothetical scenarios) then serve to illustrate possible, more appropriate conduct, which in turn works to build sequences of modeling or ‘teaching’ co-participants. I demonstrate how enactments of talk or thought serve to facilitate the socially delicate matter of implicitly criticizing the conduct of recipients, and to prescribe normative examples of appropriate or desired conduct. It is argued that modeling talk enactments are one of many resources available for doing implicit criticism and socialization, and that talk enactments are available for performing both explicit and implicit moral work (Drew, 1998) while also attending to the socially delicate nature of such projects.

  • 120.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning.
    Observing gender in institutional interaction: Some considerations based on naturalistic data versus research interviews2012Conference paper (Refereed)
    Abstract [en]

    Performance appraisal interviews are becoming an increasingly important tool for human resources management in organizations. In a corpus of performance appraisal interviews recorded in three different organizations, and using conversation analysis, I examine sequences in which gender is made relevant (or not made relevant) in the context of discussing work-related stress or work-life balance. In addition, I contrast the interaction data with findings from an interview study with participants, and consider the gap between gendered accounts in the interviews conducted by researchers and the displayed orientations to gendered matters in the naturalistic performance appraisal interviews. The study draws on conversation analytic work on qualitative interviews in the social sciences, work on the gendered notion of the ‘ideal worker’ in contemporary organizations, and studies on performance appraisal interviews as situated action.

  • 121.
    Sandlund, Erica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
    Prescribing conduct: Enactments of talk or thought in advice-giving sequences2014In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 16, no 5, p. 645-666Article in journal (Refereed)
    Abstract [en]

    In everyday interaction, people recurrently animate, enact, or report on talk or thought (Clift and Holt, 2007). In this article, enactments of hypothetical, non-narrative talk in advice-relevant sequences are examined, with a focus on their role in modeling desirable stance or conduct. Data consist of interactions in institutional settings, such as performance appraisal interviews, university teaching, and talk show counseling. It is demonstrated how enactments of possible talk are used as devices for hands-on demonstrations of proper or improper conduct in sequences involving orientations to some kind of problematic behavior or stance, which in turn works to make assessments about different types of conduct. The accomplishment of contrasts between desired and undesired conduct is central, and contributes to the assessment of particular behaviors or stances. Different delivery formats of enactments are examined and compared to the action accomplished. It is argued that modeling talk enactments (MTEs) constitute resources for doing implicit criticism and ‘positive socialization’ in interaction, and that through enactments, participants may perform both explicit and implicit moral work.

  • 122.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). University of Oslo.
    Doing versus assessing interactional competence: Contrasting L2 test interaction and teachers’ collaborative grading of a paired speaking test2019In: Teaching and testing L2 interactional competence: Bridging theory and practice / [ed] M. Rafael Salaberry and Silvia Kunitz, Oxon and New York: Routledge , 2019, p. 357-396Chapter in book (Refereed)
  • 123.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Education, Department of Languages.
    "It was hard. Let's skip it!": Funderingar kring bedömning av muntlig färdighet i språk2012In: LMS : Lingua, ISSN 0023-6330, no 1, p. 22-26Article in journal (Other (popular science, discussion, etc.))
  • 124.
    Sandlund, Erica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Sundqvist, Pia
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Nyroos, Lina
    Uppsala universitet.
    Research-based professional development workshops for EFL teachers: Focus on oral test interaction2016In: Nordic Journal of Modern Language Methodology, E-ISSN 1894-2245, Vol. 4, no 1, p. 24-48Article in journal (Refereed)
    Abstract [en]

    In this paper, we address language teachers’ continuing professional development (CPD) and engagement with research by demonstrating how research on English as a foreign language (EFL) speaking tests can be applied in professional training workshops on oral test interaction and assessment. Data were drawn from an ongoing research project targeting 9th-grade national English speaking tests in Sweden. Authentic test recordings analysed in a previous study (Sandlund & Sundqvist, 2013) formed the basis for workshops designed to initiate discussions on testing and assessing EFL oral proficiency. The two-fold aim of the study is to implement a research-based workshop model for increasing teachers’ awareness of interaction in speaking tests, and to analyse teachers’ self-reported insights from workshop participation with regard to conducting speaking tests and assessing oral proficiency. Workshop experiences were followed up with questionnaires. Findings reveal some noteworthy pedagogical implications of collaborative work with test recordings and assessment.

  • 125.
    Schalley, Andrea C.
    University of New England, Australia.
    A cross-linguistic comparison of the event-structure of FETCH: Possible coding alternatives and their realizations2003In: Views & Voices – Inquiries into the English Language and Literature, Vol. 1, no 2, p. 69-92Article in journal (Refereed)
    Abstract [en]

    This paper presents the possible coding alternatives and the factual realizations of a complex event concept. We assume that any concept is built on a perceptional and functional basis and ask in what ways different languages encode such a concept, i.e., how the surface realizations of such a concept differ from one another. The concept under consideration in this paper, henceforth termed FETCH, is the concept realized in British English ‘fetch’ and Croatian ‘dohvatiti’. After characterizing the event structure of FETCH at the beginning, a discussion of potential coding alternatives in terms of conceptual vs. lexical chunking follows. We then compare the cross-linguistic encoding of FETCH in a sample of 29 languages and show how the different surface realizations demonstrate different instantiations of potential conceptual and lexical chunking. Moreover, we discuss whether the event concept FETCH itself is universal. Finally, we test current theories on event structures, with a focus on the often assumed binary construction scheme.

  • 126.
    Schalley, Andrea C.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Australia Loves Language Puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)2014In: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, Vol. 8, no 12, p. 659-670Article in journal (Refereed)
    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.

  • 127. Schalley, Andrea C.
    Cognitive Modeling and Verbal Semantics: A Representational Framework Based on UML2004Book (Refereed)
    Abstract [en]

    To date, rigorous approaches to the representation of verbal semantics, and lexical semantics in general, have not put much effort into achieving cognitive adequacy for their frameworks. This book sets out to take a major step in this direction. It develops a representational framework for verbal semantics that is formal and intuitive at the same time. This means in effect proposing a framework that is in principle computer processable on the one hand, and yet on the other hand whose representations reflect the wealth and flexibility of natural language in an intuitively plausible way and in accordance with our current knowledge about natural language. A new decompositional framework for the modeling and description of verbal semantics is proposed, the Unified Eventity Representation (UER). The development of the framework is based on results from linguistics, psychology, and computer science. In particular, the UER framework adopts and adapts the current lingua franca for the design of object-oriented systems in computer science, the Unified Modeling Language (UML).

  • 128.
    Schalley, Andrea C.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Common sense reasoning about parts and wholes2017In: Handbook of Mereology / [ed] Hans Burkhardt, Johanna Seibt, Guido Imaguire, and Stamatios Gerogiorgakis, Munich: Philosophia Verlag GmbH, 2017, p. 152-160Chapter in book (Refereed)
  • 129.
    Schalley, Andrea C.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Competing principles in the lexicon2003In: Mediating between Concepts and Grammar / [ed] Holden Haertl and Heike Tappe, Berlin/New York: Mouton de Gruyter, 2003, p. 379-403Chapter in book (Refereed)
  • 130.
    Schalley, Andrea C.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Many languages, one knowledge base: Introducing a collaborative ontolinguistic research tool2012In: Practical Theories and Empirical Practice: A Linguistic Perspective / [ed] Andrea C. Schalley, John Benjamins Publishing Company, 2012, p. 129-155Chapter in book (Refereed)
    Abstract [en]

    Linguists traditionally have published their research in book and paper publications. However, advances in technology enable new innovative electronic dissemination paths, coupled with an immediate reuse potential and flexible accessibility of both the data and their analysis. In this chapter, a new computational research tool that is currently still under development is presented: TYTO (‘Typology Tool’) is specifically tailored to typological work carried out by a group of researchers. The first application domain of TYTO is social cognition and its cross-linguistic grammaticalisation. I outline TYTO’s features, describe its backbone ontology, and in what way it is envisaged to be able to support typologists and other linguists in their work. 

  • 131.
    Schalley, Andrea C.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Object-orientation and the semantics of verbs2014In: Events, Arguments, and Aspects: Topics in the Semantics of Verbs / [ed] Klaus Robering, John Benjamins Publishing Company, 2014, 1, p. 159-186Chapter in book (Refereed)
  • 132.
    Schalley, Andrea C.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Ontologies and ontological methods in linguistics2019In: Language and Linguistics Compass, ISSN 1749-818X, E-ISSN 1749-818X, p. 1-19, article id e12356Article in journal (Refereed)
    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.

  • 133.
    Schalley, Andrea C.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Practical theories and empirical practice: A linguistic perspective2012Collection (editor) (Refereed)
    Abstract [en]

    There is a perceived tension between empirical and theoretical approaches to the study of language. Many recent works in the discipline emphasise that linguistics is an ‘empirical science’. This volume argues for a nuanced view, highlighting that theory and practice necessarily and as a matter of fact complement each other in linguistic research. Its contributions – ranging from experimental studies in psychology via linguistic fieldwork and cross-linguistic comparisons to the application of formal and logical approaches to language – exemplify the mutual relationship between empirical and theoretical work. The volume illustrates how selected topics are addressed by different contributions and methodological stances. Topics include the cognitive grounding of language, social cognition and the construction of meaning in interaction, and, closely related, pragmatics from a typological perspective and beyond. Anyone interested in these topics and more generally in meta-theoretical considerations will find great value in this volume.

  • 134.
    Schalley, Andrea C.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Practical theories and empirical practice: Facets of a complex interaction2012In: Practical Theories and Empirical Practice: A Linguistic Perspective / [ed] Andrea C. Schalley, John Benjamins Publishing Company, 2012, p. 1-31Chapter in book (Refereed)
    Abstract [en]

    here is a perceived tension between theoretical and empirical approaches to the study of language. Most recent works in the discipline emphasise that linguistics is an 'empirical science'. This chapter argues for a nuanced view that is not geared towards one of the two sides. Drawing on the volume's contributions, it describes the mutual relationship between theoretical and empirical work, and how theory and practice necessarily and as a matter of fact complement each other in linguistic research. It does so by examining a number of methodological facets relevant to the study of language, by illustrating how debated topics in linguistics are addressed by different contributions and hence methodological stances, and by discussing some meta-theoretical implications arising from this. 

  • 135.
    Schalley, Andrea C.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Relating ontological knowledge and internal structure of eventity concepts2007In: Ontolinguistics: How Ontological Status Shapes the Linguistic Coding of Concepts / [ed] Andrea C. Schalley and Dietmar Zaefferer, Berlin/New York: Mouton de Gruyter, 2007, p. 435-458Chapter in book (Refereed)
  • 136.
    Schalley, Andrea C.
    University of New England, Australia.
    Representing verbal semantics with diagrams: An adaptation of the UML for lexical semantics2004In: Proceedings of the 20th International Conference on Computational Linguistics (COLING 2004): , Geneva: Association for Computing Machinery (ACM), 2004, Vol. 2, p. 785-791Conference paper (Refereed)
    Abstract [en]

    The paper presents a new way of accounting for the meaning of verbs in natural languages, using a diagrammatic notation based on the Unified Modeling Language (UML). We will introduce the new framework by outlining some model- ing elements and indicating major differences to the UML. An extended example will be dis- cussed in more detail. We will then focus on the cognitive background of the framework, and in particular address the question why the usage of graphical elements within a linguistic model- ing language proves to be very fruitful. Finally, we will briefly indicate the potential of the new framework and its applicability.

  • 137.
    Schalley, Andrea C.
    Griffith University.
    Semantische Modellierung: Bindeglied zwischen Sprache und Kognition2010In: Sprache und Kognition: Traditionelle und neue Ansätze – Language and Cognition: Traditional and New Approaches: Akten des 40. Linguistischen Kolloquiums in Moskau 2005 – Proceedings of the 40th Linguistics Colloquium, Moscow 2005 / [ed] Olga Souleimanova, Frankfurt a.M.: Peter Lang Publishing Group, 2010, p. 179-189Chapter in book (Refereed)
  • 138.
    Schalley, Andrea C.
    University of New England.
    The modelling of relations in eventity conceptu­a­li­sa­tions2006In: The VIII-th International Conference ‘Cognitive Modeling in Linguistics’ Proceedings / [ed] Valery Solovyev, Vera Goldberg and Vladimir Polyakov, Kazan: Kazan State University, 2006, Vol. 1, p. 196-203Conference paper (Refereed)
    Abstract [en]

    On the basis of a cognitive linguistics approach, namely that linguistic semantics corresponds to conceptual structures and that semantic representations should therefore reflect conceptual configurations, this paper discusses the adequate representation of conceptual relations that can be found in the semantic structure of verbs. As representational framework, a unique modelling language for linguistic semantics – the Unified Eventity Representation (UER) – is deployed. The UER is unprecedented in that it is based on the object-oriented and graphical Unified Modeling Language (UML) from computer science. We describe prominent characteristics of the UER, outline the types of conceptual relations and how they are represented in the UER, and conclude with an assessment of the modelling power of the UER with respect to the representation of conceptual relations.

  • 139.
    Schalley, Andrea C.
    Griffith University.
    The social cognition of linguists2013Other (Refereed)
  • 140.
    Schalley, Andrea C.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    TYTO: a collaborative research tool for linked linguistic data2012In: Linked Data in Linguistics: Representing and Connecting Language Data and Language Metadata / [ed] Christian Chiarcos, Sebastian Nordhoff & Sebastian Hellmann, Springer Berlin/Heidelberg, 2012, p. 139-149Chapter in book (Refereed)
    Abstract [en]

    In this paper, I introduce a computational tool, TYTO (“Typology Tool”), that utilises Semantic Web technologies in order to provide novel ways to process, integrate, and query cross-linguistic data. Its data store incorporates a set of on- tologies (comprising linguistic examples, annotations, language background infor- mation, and metadata) backed by a logic reasoner software. This allows for highly targeted querying, and, with enough data on the relevant interest areas, TYTO can return answers to rather specific typological questions such as ‘Which other lan- guages in the North America, in addition to Yuchi, do encode senior kin and in- group (such as belonging to the same ethnic group) in a suffixal case marking sys- tem?’ TYTO’s data store can be extended with additional ontologies and adapted to allow for project-specific analyses of linguistic data. It is further designed to facilitate collaboration and allow multi-user contributions, including automatic in- tegration of data submitted at different stages by different contributors. 

  • 141.
    Schalley, Andrea C.
    University of New England.
    Underspecification in verbal semantics2004In: Proceedings of the 2004 LSK International Conference: Volume II: General Sessions, Seoul: Linguistic Society of Korea (LSK)/Yonsei Institute of Language and Information Studies (ILIS)/Hansin Publishing Company , 2004, p. 384-392Conference paper (Refereed)
  • 142.
    Schalley, Andrea C.
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Duek, Susanne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Hedman, Christina
    Stockholm University.
    Paulsrud, BethAnne
    Stockholm University.
    Reath Warren, Anne
    Stockholm University.
    Ringblom, Natalia
    Stockholm University.
    Satsa på flerspråkighet och undervisning i modersmålet2018In: Lärarnas tidning, ISSN 1101-2633Article in journal (Other (popular science, discussion, etc.))
  • 143.
    Schalley, Andrea C.
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Eisenchlas, Susana A.
    Griffith University.
    Gagarina, Natalia
    Centre for General Linguistics Berlin (ZAS) & Humboldt University.
    HOLM 2016 – The International Conference on Social and Affective Factors in Home Language Maintenance and Development2017In: Journal of Home Language Research, ISSN 2537-7043, Vol. 2, p. 1-5Article in journal (Other academic)
    Abstract [en]

    A report on a conference initiated by the International Association for Applied Linguistics (AILA) Research Network (ReN) on Social and Affective Factors in Home Language Maintenance and Development. The HOLM 2016 conference, held in Berlin in February 2016, attracted close to 70 scholars and practitioners from over 20 countries interested in home language maintenance and development who met over a period of two days to exchange ideas and discuss projects.

  • 144.
    Schalley, Andrea C.
    et al.
    Griffith University.
    Eisenchlas, Susana A.
    Griffith University.
    Gagarina, Natalia
    Humboldt University.
    Internationale Tagung: Social and Affective Factors in Home Language Maintenance and Development2016In: Logos – Die Fachzeitschrift für akademische Sprachtherapie und Logopädie, ISSN 0944-405X, Vol. 24, no 2, p. 142-144Article in journal (Other (popular science, discussion, etc.))
  • 145.
    Schalley, Andrea C.
    et al.
    Griffith University.
    Eisenchlas, Susana A.Griffith University.Guillemin, DianaGriffith University.
    Multilingualism and Literacy: Practices and Effects2016Collection (editor) (Refereed)
  • 146.
    Schalley, Andrea C.
    et al.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Eisenchlas, Susana A.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia..
    Guillemin, Diana
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Multilingualism and literacy: Practices and effects INTRODUCTION2016In: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 19, no 2, p. 127-135Article in journal (Other academic)
  • 147.
    Schalley, Andrea C.
    et al.
    Griffith Univ, Sch Languages & Linguistics, Nathan, Qld 4111, Australia.
    Guillemin, Diana
    Eisenchlas, Susana A.
    Multilingualism and assimilationism in Australia's literacy-related educational policies2015In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 12, no 2, p. 162-177Article in journal (Refereed)
    Abstract [en]

    Australia is a country of high linguistic diversity, with more than 300 languages spoken. Today, 19% of the population aged over 5 years speak a language other than English at home. Against this background, we examine government policies and prominent initiatives developed at national level in the past 30 years to address the challenge of offering 'Literacy for all', in particular focusing on minority language speaking children. Across the examined policies and initiatives, a distinct negative correlation can be observed: the more multilingual Australia has become, the more assimilationist the policies, and the more monolingual the orientation of the society that governments have sought to establish through policy. We argue that to enhance literacy outcomes more generally, this orientation needs to be reversed. We explain why policy understanding and approach need to instead promote the maintenance of home languages and support literacy acquisition in these languages.

  • 148.
    Schalley, Andrea C.
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Khlentzos, DrewUniversity of New England.
    Mental States: Vol. 1: Evolution, Function, Nature2007Collection (editor) (Refereed)
    Abstract [en]

    Collecting the work of linguists, psychologists, neuroscientists, archaeologists, artificial intelligence researchers and philosophers this volume presents a richly varied picture of the nature and function of mental states. Starting from questions about the cognitive capacities of the early hominin homo floresiensis, the essays proceed to the role mental representations play in guiding the behaviour of simple organisms and robots, thence to the question of which features of its environment the human brain represents and the extent to which complex cognitive skills such as language acquisition and comprehension are impaired when the brain lacks certain important neural structures. Other papers explore topics ranging from nativism to the presumed constancy of categorization across signed and spoken languages, from the formal representation of metaphor, actions and vague language to philosophical questions about conceptual schemes and colours. Anyone interested in mental states will find much to reward them in this fine volume.

  • 149.
    Schalley, Andrea C.
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Khlentzos, DrewUniversity of New England.
    Mental States: Vol. 2: Language and Cognitive Structure2007Collection (editor) (Refereed)
    Abstract [en]

    The contributions to this volume focus on what language and language use reveals about cognitive structure and underlying cognitive categories. Wide-ranging and thought-provoking essays from linguists and psychologists within this volume investigate the insights conceptual categorization can give into the organization and structure of the mind and specific mental states. Topics and linguistic phenomena discussed include narratives and story telling, language development, figurative language, linguistic categorization, linguistic relativity, and the linguistic coding of mental states such as perceptions and beliefs. With contributions at the forefront of current debate, this book will appeal to anyone with an interest in language and the cognitive structures that support it.

  • 150.
    Schalley, Andrea C.
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Kuhn, Sandra
    Saarland University.
    A corpus-based analysis of German (sich) erinnern2007In: The Language of Memory in a Cross-linguistic Perspective / [ed] Mengistu Amberber, Amsterdam/Philadelphia: John Benjamins Publishing Company, 2007, p. 181-207Chapter in book (Refereed)
1234 101 - 150 of 188
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