Change search
Refine search result
1234567 1 - 50 of 21188
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Aare, Cecilia
    Stockholm University, Faculty of Humanities, Department of Literature and History of Ideas.
    "What is it like to be one of these people?": Narrativa strategier för att skapa inlevelse i reportage2013Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The eyewitnessed reportage has a pronounced character of narrating. The imaginative power of the text helps the reader to empathise with the characters. That makes constructing empathy a necessary skill of reporters. But how can this be done?

    Despite a tradition of story telling among reporters, narratologists virtually have neglected the reportage genre. The purpose of this thesis is to examine how narrative strategies can be used in reportages and, at the same time, suggest methods for investigating those strategies. The main question is: How can empathy be constructed? Empathy is here defined as a function of presence, perspective, selection and disnarration. A screen of covert values is also added.

    The study applies a narratological and a media rhetorical approach to journalistic narratives, and focus is on basic discussions supported by analysis samples. Theories by Gérard Genette, Dorrit Cohn, Seymor Chatman, William C. Booth, Gerald Prince, Göran Rossholm, Bengt Nerman and others are discussed.

    Even though a reportage is about real events, it always represents a personal interpretation. It presents the readers with a represented reality. In a narratological model for the macro level of the reportage I identify the trait of construction as an interaction between three instances: the producer (i. e. the implied author), the narrator and the experiencing reporter. On a micro level this model helps me to explain, for example, how a homodiegetic narrator can be combined with external focalisation, and how another character than the experiencing reporter can be focalised. In the former case I examine the interplay between showing and telling relative to the narrator’s visibility. In the latter case I especially focus on a complex technique for shifting perspectives, both those concerning thoughts, like Free, Indirect Discourse (FID), and those concerning perception. At the same time I study different degrees of perspectivity.  

  • 2.
    Aare, Kätlin
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Respiratory patterns and turn-taking in spontaneous Estonian: Inhalation amplitude in multiparty conversations2015Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis explores the relationship between inhalation amplitude and turn-taking in spontaneous multiparty conversations held in Estonian. Respiratory activity is recorded with Respiratory Inductance Plethysmography. The main focus is on how inhalation amplitude varies between the inhalations produced directly before turn onset compared to the following inhalations within the same speaking turn. The results indicate a significant difference in amplitude, realised mainly by an increase in inhalation end lung volume values. One of the possible functions of this pattern is to signal an intention of taking the conversational turn. Another could be a phrasing or grouping function connected to lower inhalation amplitudes within turns.

  • 3.
    Aare, Kätlin
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Lippus, Pärtel
    Włodarczak, Marcin
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Heldner, Mattias
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Creak in the respiratory cycle2018In: Proceedings of Interspeech 2018 / [ed] B. Yegnanarayana, The International Speech Communication Association (ISCA), 2018, p. 1408-1412Conference paper (Refereed)
    Abstract [en]

    Creakiness is a well-known turn-taking cue and has been observed to systematically accompany phrase and turn ends in several languages. In Estonian, creaky voice is frequently used by all speakers without any obvious evidence for its systematic use as a turn-taking cue. Rather, it signals a lack of prominence and is favored by lengthening and later timing in phrases. In this paper, we analyze the occurrence of creak with respect to properties of the respiratory cycle. We show that creak is more likely to accompany longer exhalations. Furthermore, the results suggest there is little difference in lung volume values regardless of the presence of creak, indicating that creaky voice might be employed to preserve air over the course of longer utterances. We discuss the results in connection to processes of speech planning in spontaneous speech.

  • 4.
    Aare, Kätlin
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Włodarczak, Marcin
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Heldner, Mattias
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Backchannels and breathing2014In: Proceedings from FONETIK 2014: Stockholm, June 9-11, 2014 / [ed] Mattias Heldner, Stockholm: Department of Linguistics, Stockholm University , 2014, p. 47-52Conference paper (Other academic)
    Abstract [en]

    The present study investigated the timing of backchannel onsets within speaker’s own and dialogue partner’s breathing cycle in two spontaneous conversations in Estonian. Results indicate that backchannels are mainly produced near the beginning, but also in the second half of the speaker’s exhalation phase. A similar tendency was observed in short non-backchannel utterances, indicating that timing of backchannels might be determined by their duration rather than their pragmatic function. By contrast, longer non-backchannel utterances were initiated almost exclusively right at the beginning of the exhalation. As expected, backchannels in the conversation partner’s breathing cycle occurred predominantly towards the end of the exhalation or at the beginning of the inhalation. 

  • 5.
    Aare, Kätlin
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Włodarczak, Marcin
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Heldner, Mattias
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Inhalation amplitude and turn-taking in spontaneous Estonian conversations2015In: Proceedings from Fonetik 2015 Lund, June 8-10, 2015 / [ed] Malin Svensson Lundmark, Gilbert Ambrazaitis, Joost van de Weijer, Lund: Lund University , 2015, p. 1-5Conference paper (Other academic)
    Abstract [en]

    This study explores the relationship between inhalation amplitude and turn management in four approximately 20 minute long spontaneous multiparty conversations in Estonian. The main focus of interest is whether inhalation amplitude is greater before turn onset than in the following inhalations within the same speaking turn. The results show that inhalations directly before turn onset are greater in amplitude than those later in the turn. The difference seems to be realized by ending the inhalation at a greater lung volume value, whereas the initial lung volume before inhalation onset remains roughly the same across a single turn. The findings suggest that the increased inhalation amplitude could function as a cue for claiming the conversational floor.

  • 6.
    Aarni, Teddy
    Stockholm University, Faculty of Humanities.
    The Kalunga concept in Ovambo religion from 1870 onwards1982Doctoral thesis, monograph (Other academic)
  • 7.
    Abarca, David
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Japanese Studies.
    Förebyggandet av självmord: En komparativ studie mellan Sverige och Japan2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 8.
    Abdelmoez, Joel W.
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Middle Eastern Studies.
    Muscles, Moustaches and Machismo: Narratives of Masculinity by Egyptian English-Language Media Professionals and Media Audiences2018In: Masculinities: a journal of identity and culture, ISSN 2148-3841, no 9-10, p. 197-225Article in journal (Refereed)
    Abstract [en]

    This study utilizes ethnographic methods to inquire how ideas of masculinities are perceived by English-language media professionals and media audiences in Egypt. Using semi-structured interviews and a survey, the aim is to find common narratives on how masculinity is perceived on personal levels and what terms are used to describe men and masculinities, which in turn can be used as the basis for further analysis of Egyptian media content. The word “narrative” in itself is used to convey personal experience, and the telling of those experiences, rather than generalizable data applicable to the larger population. Found are several common themes, such as emphasized heterosexuality, and the expectation of men as providers and protectors, which is related, by the respondents, to the nation and the military. Protection and militarism relates to ideas of strength, honor, and courage. Men are almost exclusively seen as possessors of power. The ‘head of the household,’ and the head of state, both portrayed as iconized leaders, emerge as the quintessence of Egyptian masculine identity, whether that identity is contested or not.

  • 9.
    Abdelmoez Wiklund, Joel
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Middle Eastern Studies.
    Women’s status in Islamic texts and feminist interventions2017In: Orientaliska Studier, ISSN 0345-8997, no 152, p. 5-14Article in journal (Other academic)
  • 10.
    Abdollahian Barough, Somaje
    Stockholm University, Faculty of Humanities, Department of English.
    Event conceptualisation and aspect in L2 English and Persian: An application of the Heidelberg–Paris model2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present project investigates the impact of the grammaticalised progressive on event conceptualisation in English and Persian. It applies the Heidelberg–Paris framework using single event descriptions for analysis at the sentence level and story re-narrations at the discourse level. The empirical data test the hypothesis that the progressive has an impact on information selection and discourse structuring in event conceptualisation in terms of infrequent endpoint encodings and language-specific patterns of perspective-taking in structuring discourse. Languages lacking the grammaticalised progressive clearly show different effects.

    There are system-based similarities/differences in aspect between English and Persian. They have the progressive in common but differ with respect to the imperfective–perfective distinction. This difference is manifested as an increase in the use of the progressive in English. In contrast, the Persian system with two aspectual non-past forms which are possible for expressions of ongoingness leads to decreased use of the particular dāštan-progressive.

    The key finding for the single, motion event descriptions is that the dāštan-progressive in Persian shows less frequent endpoint encodings, like in English, as compared to languages lacking the progressive. However, the imperfective bare mi-form is associated with frequent endpoints while English shows no such association because the progressive must always be used.

    In narratives, differences emerge again due to the different typology. When the uses of the progressives in re-narrations are differentiated for clause type, the progressive in English is used equally in main and sub-clauses, though more dominantly in sub-clauses in Persian. These sub-results speak about differences in perspective-taking between these L1s.

    The analysis of the complexities involved in aspect establishes that the bare mi-form in Persian can denote ongoingness in cases where the progressive is obligatory in English as it has no optional verb form. Consequently, the typological difference of the absence/presence of the imperfective–perfective categories leads to a significant increase in the use of the progressive in English, which results in a cross-linguistically different, and L1-specific, patterns of perspective-taking in the narrative discourse in English and Persian. Thus, despite the fact that the L1s have the progressive aspect, their principles of use differ as they are dependent on the relevant aspectual system.

    Relating the results to linguistic relativity and cross-linguistic influence, the study shows that owing to the grammatical category of the progressive in common, event conceptualisation is similar in English and Persian in terms of infrequent endpoint encodings in single motion event descriptions, despite the overall typological difference. However, L1-related influence on the principles of use of the progressive in L2 English is considerable in the narrative discourse of the advanced L2 users of English as they seemingly proceed from the principles of use in L1 Persian towards those in L1 English.

    The full text will be freely available from 2020-09-28 09:00
  • 11.
    Abdollahian Barough, Somaje
    Stockholm University, Faculty of Humanities, Department of English.
    Perspectivation in narratives in Persian L2 English2011In: EUROSLA 21, 21st Annual Conference of the European Second Language Association, Stockholm University, 8-10 September 2011: Book of Abstracts, 2011, p. 216-216Conference paper (Refereed)
  • 12.
    Abdollahian Barough, Somaje
    Stockholm University, Faculty of Humanities, Department of English.
    Reflections on Persian Grammar Developments in Persian Linguistic Scholarship I2017Other (Other academic)
  • 13.
    Abdollahian Barough, Somaje
    Stockholm University, Faculty of Humanities, Department of English.
    Temporal frames of reference in Persian L2 English narrations: A reflection of perspectivation in the L1 or the L2?2013In: EuroSLA 23, 23st Annual Conference of the European Second Language Association, Amsterdam University, 28-31 August 2013: Book of Abstracts, 2013, p. 24-24Conference paper (Refereed)
    Abstract [en]

    The present study investigates L1 influence on the structuring of events in adult second language acquisition, focusing on temporal perspectivation in film re-tellings by very advanced L2 speakers of English with L1 Persian. The analysis focuses on contrasts in perspectivation with regard to the role of grammaticalised temporal structures of the speaker’s L1, which provides specific means of temporal perspectivation in event representations that differ from English. When organising information for expression in a story-telling task in the L2, grammaticalised L1 features can result in L1-influenced, temporal relations between events that advance the story line, showing transfer as well as possible L2-specific patterns (Carroll, von Stutterheim and Nüse, 2004). Such L1 influence has been established in cross-linguistic analyses of the verbalisation of perceptual input in Germanic, Romance, Semitic, and Slavic languages by the Heidelberg group. The current investigation replicates an analysis of retellings of a film clip by von Stutterheim and Lambert (2005) and Carroll and Lambert (2006), involving an Iranian language, Persian, as L1.

    While progressivity is a prominent feature of the temporal frame in film retellings in English, language change in Persian has led to the following changes for this grammatical category: the conventional mi-prefixed imperfective retains progressivity, while a new periphrastic progressive presents an alternative to this form, along with progressive constructions with verbal nouns.

    The critical results will be retrieved from a quantitative analysis of the L1 Persian data indicating how much the periphrastic progressive is grammaticalised in contrast to the conventional imperfective. Also, a qualitative analysis of the Persian L2 English data identifies the temporal frame used in sequencing events, and compares this with L1 speakers of Persian and English. All three groups of speakers (N=30, in each) were asked to carry out the same task, i.e. retelling of a silent film lasting approximately ten minutes. Finally, the relative distances between the frames of temporal representation in the retellings of Persian advanced learners of L2 English and the two groups of L1 speakers shed light on the way the learners deal with aspectual distinctions in systems that differ typologically and the complexity for the learner. The study thus identifies the role of L1-influenced preferences in the expression of temporal relations in this advanced L2 English learner language with its implications for second language acquisition.

  • 14. Abdullah, Ailin
    et al.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    State Neutrality and Islamic Education in Sweden2018In: European Perspectives on Islamic education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 312-334Chapter in book (Refereed)
    Abstract [en]

    Public debate about Islam and Muslims often focuses on contradictions, conflicts, and contrasting value systems. Since 9/11, the bombings in Madrid and London and the recent rise of ISIS this debate has to a large extent included a fear that Muslim immigrants will be disloyal to their new Western countries, and thus requires increased surveillance and control. Conversely, others argue that Muslim populations in the West have wrongly suffered from the increasing intolerance and suspicion resulting from terrorist acts committed by a small number of radicals. Such voices point to a need to safeguard religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, or religious background. In many European countries, these discussions have directed attention toward places of Islamic education such as Muslim schools, mosques, and Islamic organizations, focusing on the sometimes controversial manner in which they have been depicted in the media, public discourse, and, within Muslim communities themselves (Aslan 2009; Birt 2006). Religious education is both an essential and a challenging objective for minorities since the “transmission” of religious tradition to future generations is crucial to the survival of any religion. In Sweden as elsewhere in Europe many Muslim children and teenagers and even adults attend privately-run, extra-curricular Islamic classes. Some attend Islamic schools or are taught at home. Publically funded Islamic education options provided by the state are an emergent option in several European countries. These classes lie not only at the heart of debates over religious freedom, equal rights to education, and integration, but are also connected to matters of securitization and the state control of Islam. This paper will present an overview of publicly funded, mainly pre-university Islamic education in Sweden, a European Western secular Christian majority country with a Muslim minority population. Firstly, I will establish a definition of Islamic education and a description of the state funding of education and religion in general. Then, the paper will move on to describe different types of Islamic education that are available in Sweden.

  • 15.
    Abed, Sarah
    Stockholm University, Faculty of Humanities, Department of English.
    Teachers’ perceptions of peer review on written assignment in English: A qualitative study of six teachers at two junior high schools in Stockholm2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Peer review is aan interestingwell-researched  topic, with much research focusing on the students’' own perceptions of peer review/assessment as well as benefits and challenges with the method. However, little research has been conducted on teachers’ perceptions of students’ peer review of written assignments in English, with a general focus on junior high school level in a Swedish school. Thus, this study was aimed at examining six English teachers’´ perceptions and their usage of peer review of written assignments in English at two junior high schools in Stockholm. A qualitative method was applied, with semi-structured interviews which were analysed using content analysis. The findings revealed that the teachers used different strategies during peer review depending on students’ knowledge level, social competence and the challenges and opportunities that the method offered. Despite a lack of knowledge about the English language and other variables such as different personalities and lack of self-confidence causing difficulties for students to implement peer review as intended, teachers still had positive attitudes towards peer review on written assignments in English. In order to enhance the implementation of peer review, both teachers and students need to become familiar with the practical implementation of the method. Future classroom research within the Swedish education system will help engender favourable conditions that move learning forward.

  • 16.
    Abel, Ulf
    Stockholm University.
    Carl Milles: form, idé, medaljkonst1980Doctoral thesis, monograph (Other academic)
  • 17. Abelin, Åsa
    et al.
    Zetterholm, Elisabeth
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Spanish accented Swedish – when the neighbor becomes a fir-tree2019In: Comunicación Social: Lingüística, Medios Masivos, Arte, Etnología, Folclor y otras ciencias afines / [ed] María Rosa Álvarez Silva, Alex Muñoz Alvarado, Leonel Ruiz Miyares, Santiago de Cuba: Ediciones Centro de Lingüística Aplicada , 2019Conference paper (Refereed)
  • 18.
    Abou-Gabal, Rukaia
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Allt börjar med ett val: Svenska som andraspråkslärarens val av skönlitteratur inom arbete med nyanlända på introduktionsprogrammet2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie behandlar svenska som andraspråkslärarens val av skönlitteratur inom arbete med nyanlända på introduktionsprogrammen samt hur läraren motiverar dess val av densamma. Syftet är att undersöka vilka texter och teman som lärare anger att de föredrar eller undviker vid arbete med nyanlända och varför. Studien baseras på en surveyundersökning i form av ett frågeformulär, och genom att sammanställa de författare, böcker och teman som använts mest och av flest lärare undersöks huruvida lärarnas angivna val stämmer överens med de angivna teman som föredras eller undviks eller om det förekommer en diskrepans. Resultaten visar att lärarna ser valet av skönlitteratur som en utmaning men att de i slutändan gör liknande val. Detta visar att lärare och skolor redan har olika former av böcker som de alla anser bör läsas med nyanlända och att de på så sätt kanske redan har en form av litterär kanon. Vidare visar resultaten att det finns en diskrepans mellan lärarna och deras syn på val av temat flykt. Vissa lärare anser att det är gynnande för eleverna att diskutera temat flykt medan andra anser att det bara leder till elevernas lidande. I slutändan använder sig dock de flesta lärarna av detta tema vilket anses vara problematiskt då det riskerar att reproducera stereotyper.

  • 19.
    Abrahamsson, Elin
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, Gender Studies.
    Enahanda läsning: En queer tolkning av romancegenren2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral thesis investigates popular romance, a mass-cultural genre with a large female audience. Popular romance is often considered ”lowbrow” and is referred to by terms such as ”porn” and ”garbage”. The female reader of this so called “sentimental trash” is often portrayed as naïve and unworldly. The thesis makes this derogatory view of the genre its point of departure, to investigate what cultural understandings of gender and sexuality the critique against popular romance entails. The thesis further investigates how these conceptions of gender and sexuality deviate from and challenge a culturally promoted and normative sexuality.

    The thesis consists of six chapters. The first chapter describes the selection of the empirical material and the theoretical and methodological framework. The empirical material consists of the three novels in the popular series Fifty Shades of Grey and the four novels and five films in the popular series Twilight. The thesis places itself within the field of feminist cultural studies and queer theory. It makes use of the concept of masturbation (both literal and figurative) as an analytical entry point and as a method focusing on the “here and now” of romance reading.

    The second chapter contextualizes the study by defining the term “popular romance” and by providing a brief historical overview of the genre. Previous research on popular romance is presented and discussed in relation to the derogatory view of the genre.

    The third chapter studies the Swedish media commentaries on Fifty Shades of Grey and Twilight to define how the rejected romance reader is conceptualized, and how this romance reader is presumed to be reading. This “romance reader” is thereafter discussed in relation to the Western historical discourse on masturbation, “female illness” and (women’s) private reading. The chapter closes with a discussion on the form of reading that the romance reader is associated with. This self-immersed, excessive and over-invested reading form is defined as “masturbatory”.

    The fourth chapter explores the act of romance reading when defined as a sexual activity. The romance community is compared to the “second wave” feminism of the 1970s in order to demonstrate how the genre establishes a separatist female community where relations, positions, and identifications are in motion, revealing both homoerotic and autoerotic elements to this homosocial context.

    In the fifth chapter, a close reading of the material is performed with a focus on the “here and now” of the reading situation. The dichotomy of desiring subject and desired object is problematized in relation to looks and gaze. The thesis argues that the romance text uses detailed and intimate descriptions to instill a sexual charge and to freeze the flow of the storyline in order to make room for constant erotic contemplation. These “frozen moments” and the repetitiveness of the genre are discussed in relation to theories of queer temporality. The romance text constructs a room “outside of time” that privileges the overwhelming pleasures of the “here and now”. This liminal room is not only available for the heroine and hero of the story, but for the romance reader as well.

    The sixth and final chapter ties together the main arguments of the thesis in an overarching discussion on how conceiving romance reading as a form of masturbation challenges previous research on popular romance and the gendering of and contempt for mass culture.

  • 20.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Acquiring L2 Syllable Margins: Studies on the simplification of onsets and codas in interlanguage phonology2001Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis deals with developmental, universal, grammatical, and functional factors involved in the acquisition of L2 syllable structure. More specifically, using speech data from Spanish and Chinese learners of Swedish, the thesis examines the production and development of syllable onsets and codas—that is, syllable margins. In doing so, the present work draws on various theoretical considerations and empirical findings from research on L1 and L2 acquisition, phonology and phonetics, language variation and language typology. The thesis includes three empirical studies, all of which are based on longitudinal conver­sational data. Study I deals with the acquisition of word-initial /sC(C)/ onsets by one native Spanish speaker, whereas Study II and Study III focus on the acquisi­tion of word-final codas by three native Chinese speakers. Study I and Study II both showed that onset and coda length and phonetic environment are influen­tial factors in the production of syllable structure, while sonority may not be as reliable a predictor of production difficulty. Next, both Study I and Study III provide evidence of a U-shaped rather than linear development of pronunciation accuracy. This pattern is interpreted as an effect of initial increase in fluency, with more focus on content and less on form. In addition, Study III showed that L2 proficiency is related to the epenthesis-deletion differential. An increasing ratio of epenthesis-to-deletion is the first-order indicator of increasing L2 profi­ciency during early stages of acquisition, but increased target-like production becomes the first-order indicator of development at later stages. Finally, Study III showed that learners are aware of potential ambiguity resulting from simpli­fication in different grammatical/functional categories. Codas that are essential for the retention of semantic information are preserved through higher accuracy rates and higher relative levels of epenthesis errors.

  • 21.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Age of onset and nativelike L2 ultimate attainment of morphosyntactic and phonetic intuition2012In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 34, no 2, p. 187-214Article in journal (Refereed)
    Abstract [en]

    Research has consistently shown there is a negative correlation between age of onset (AO) of acquisition and ultimate attainment (UA) of either pronunciation or grammar in a second language (L2). A few studies have indeed reported nativelike behavior in some postpuberty learners with respect to either phonetics/phonology or morphosyntax, a result that has sometimes been taken as evidence against the critical period hypothesis (CPH). However, in the few studies that have employed a wide range of linguistic tests and tasks, adult learners have not exhibited nativelike L2 proficiency across the board of measures, which, according to some, suggests that the hypothesis still holds. The present study investigated the relationship between AO and UA and the incidence of nativelikeness when measures of phonetic and grammatical intuition are combined. An additional aim was to investigate whether children and adults develop the L2 through fundamentally different brain mechanisms-namely, whether children acquire the language (more) implicitly as an interdependent whole, whereas adults learn it (more) explicitly as independent parts of a whole.

  • 22.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Andraspråksinlärning2009Book (Other academic)
    Abstract [en]

    Denna grundbok belyser fenomenet, ämnet och forskningsfältet andraspråksinlärning. Med utgångspunkt i 1960-talets brytning med behavioristisk inlärningspsykologi och kontrastiv språkanalys diskuteras de mest centrala frågeställningarna inom den därefter följande moderna, mentalistiskt orienterade andraspråksforskningen.

    I bokens tio kapitel presenteras de huvudsakliga empiriska upptäckterna och teorierna om andraspråkets utveckling och variation, dess kognition, processning och universella egenskaper, liksom inflödets, interaktionens och undervisningens roll, effekter av sociala och individuella skillnader samt modersmålets inverkan. Många exempel ges från studier av svenska som andraspråk. Boken avslutas med en termordlista med förklaringar till centrala begrepp inom fältet.

    Boken vänder sig främst till universitetsstuderande på grundnivå i ämnen som tvåspråkighet, svenska och nordiska språk samt till blivande och verksamma lärare i svenska som andraspråk och modersmålssvenska.

  • 23.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    But first, let's think again!2018In: Bilingualism: Language and Cognition, ISSN 1366-7289, E-ISSN 1469-1841, Vol. 21, no 5, p. 906-907Article in journal (Refereed)
    Abstract [en]

    On the basis of their review of studies, Mayberry and Kluender (2017) propose that the human language learning ability becomes severely compromised if it is not developed in tandem with brain development in early childhood, but that it functions more or less flawlessly, even in adulthood, if language acquisition had at one time proceeded according to the maturational timetable. Mayberry and Kluender therefore suggest that the critical period hypothesis (CPH) for language is unambiguously tied to the timing of L1 acquisition, but that its relevance to L2 acquisition is less clear, the implication being that the well-documented AoA effects in the SLA literature are due to non-maturational (i.e., psychological, experiential, cross-linguistic, etc.) causes.

  • 24.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Critical Period Hypothesis (CPH)2013In: Routledge Encyclopedia of Second Language Acquisition / [ed] Peter Robinson, London: Routledge, 2013, p. 146-151Chapter in book (Refereed)
  • 25.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Development and recoverability of L2 codas: A longitudinal study of Chinese/Swedish interphonology2003In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 25, no 3, p. 313-349Article in journal (Refereed)
    Abstract [en]

    This study deals with the development and recoverability of word-final codas in Chinese-Swedish interlanguage. The relation between consonant deletion and vowel epenthesis is investigated from both a developmental perspective and a grammatical-functional one. Longitudinal, conversational data from three Chinese beginner learners of Swedish were analyzed. First, it is shown that for these learners the acquisition of Swedish codas was U-shaped rather than linear such that they exhibited relatively high accuracy rates at early stages, lower accuracy rates at later stages, and again high accuracy rates at more advanced stages. It is also demonstrated that the epenthesis-deletion differential is closely related to second language proficiency in that the proportion of epenthesis to deletion errors increases over time. Furthermore, the data show that word-final codas that are relatively important for the retention of semantically relevant information generate lower overall frequencies of simplification and greater epenthesis-deletion proportions than codas containing information that is relatively recoverable from other segments or features in the context.

  • 26.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Development and recoverability of L2 codas: A longitudinal study of Chinese/Swedish interphonology.2001Report (Other academic)
  • 27.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Developmental sequences2013In: Routledge Encyclopedia of Second Language Acquisition / [ed] Peter Robinson, London: Routledge, 2013, p. 173-177Chapter in book (Refereed)
  • 28.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Fonologiska aspekter på andraspråksinlärning och svenska som andraspråk2013In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Hyltenstam, Kenneth & Lindberg, Inger, Lund: Studentlitteratur, 2013, 2. uppl., p. 85-120Chapter in book (Other academic)
  • 29.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Fonologiska aspekter på andraspråksinlärning och svenska som andraspråk2004In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Kenneth Hyltenstam, Inger Lindberg, Lund: Studentlitteratur, 2004, p. 79-116Chapter in book (Other academic)
  • 30.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Natural phonology and second language acquisi­tion: problems and consequences1996In: Toegepaste taalwetenschap in artikelen, ISSN 0169-7420, E-ISSN 2213-4883, no 55, p. 9-22Article in journal (Refereed)
  • 31.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Phonological acquisition2012In: The Encyclopedia of Applied Linguistics / [ed] C. A. Chapelle, Oxford: Wiley-Blackwell, 2012Chapter in book (Refereed)
  • 32.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Review of David Birdsong (ed.): Second Language Acquisition and the Critical Period Hypothesis. Lawrence Erlbaum, 1999.1999In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 20, no 4, p. 571-575Article, book review (Other academic)
  • 33.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Some observations of child-adult differences in second language pronunciation.1994In: Scandinavian Working Papers on Bilingualism, Vol. 9, p. 1-15Article in journal (Other academic)
  • 34.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Universal constraints on L2 coda production: The case of Chinese/Swedish interphonology2003In: La fonologia dell’interlingua. Principi e metodi di analisi / [ed] Lidia Costamagna, Stefania Giannini, Milano: FrancoAngeli , 2003, p. 131-162Chapter in book (Other academic)
  • 35.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    U-shaped learning and overgeneralization2013In: Routledge Encyclopedia of Second Language Acquisition / [ed] Peter Robinson, London: Routledge, 2013, p. 663-665Chapter in book (Refereed)
  • 36.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Vowel ‘epenthesis’ in the L2 production of L1 Spanish speakers: puzzle or evidence for natural phonology?1997In: New Sounds 97.: Proceedings of the Third Symposium on the Acquisition of Second-Language Speech (University of Klagenfurt, 8-11 September 1997). / [ed] J. Leather & A. James, Klagenfurt: University of Klagenfurt , 1997Conference paper (Other academic)
  • 37.
    Abrahamsson, Niclas
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Vowel epenthesis of /sC(C)/ onsets in Spanish/Swedish inter­phonology: A longitudinal case study1999In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 49, no 3, p. 473-508Article in journal (Refereed)
    Abstract [en]

    Previous studies showed that vowel epenthesis of initial /sC(C)/ clusters in the L2 production of L1 Spanish speakers is conditioned by several variable constraints, such as preceding environment, onset length, and sonority relations among onset members. This case study was designed to investigate whether the patterns obtained from elicited speech also hold for conversational data. A longitudinal corpus of spontaneous/natural speech from 1 adult L1 Spanish learner of L2 Swedish was used. The study confirmed most of the results from previous research, for example, that the frequency of epenthesis varies with preceding phonetic environment. However, the study suggested that a lowering effect of preceding vowels must be present, not just the enhancing effect of preceding consonants suggested by Carlisle (1997).

  • 38.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bartning, Inge
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Erman, Britt
    Stockholm University, Faculty of Humanities, Department of English. English department, Stockholm.
    Fant, Lars
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Forsberg Lundell, Fanny
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Föremålet för inlärning [kap. 3]2014In: avancerad andraspråksanvändning: slutrapport från ett forskningsprogram / [ed] Kenneth Hyltenstam, Inge Bartning, Lars Fant, Göteborg: Makadam Förlag , 2014, no 2, p. 20-46, article id M2005-0459Chapter in book (Refereed)
  • 39.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Andraspråksinlärning och förstaspråksutveckling i en andraspråkskontext2012In: Flerspråkighet – en forskningsöversikt / [ed] Kenneth Hyltenstam, Monica Axelsson, Inger Lindberg, Stockholm: Vetenskapsrådet , 2012, p. 153-246Chapter in book (Refereed)
  • 40.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Age of onset and nativelikeness in a second language: listener perception versus linguistic scrutiny2009In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 59, no 2, p. 249-306Article in journal (Refereed)
  • 41.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Barndomen - en kritisk period för språkutveckling?2010In: Barn utvecklar sitt språk: (2:a reviderade upplagan) / [ed] Louise Bjar och Caroline Liberg, Lund: Studentlitteratur , 2010, 2, p. 29-56Chapter in book (Other academic)
  • 42.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Barndomen – en kritisk period för språkutveck­ling?2003In: Barn utvecklar sitt språk / [ed] Louise Bjar, Caroline Liberg, Lund: Studentlitteratur, 2003, 1. uppl., p. 29-56Chapter in book (Other academic)
  • 43.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Hyltenstam, KennethStockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    High-Level L2 Acquisition, Learning, and Use: Special Issue2012Collection (editor) (Refereed)
  • 44.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Inlärningsålder och uppfattad inföddhet i andraspråket – lyssnarexperiment med avancerade L2-talare av svenska2006In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 1, no 1, p. 9-36Article in journal (Refereed)
  • 45.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Mognadsbegränsningar och den kritiska perioden för andraspråksinlärning2013In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Hyltenstam, Kenneth & Lindberg, Inger, Lund: Studentlitteratur, 2013, 2. uppl., p. 221-257Chapter in book (Refereed)
  • 46.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Mognadsbegränsningar och den kritiska perioden för andraspråks­inlärning2004In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Kenneth Hyltenstam, Inger Lindberg, Lund: Studentlitteratur, 2004, p. 221-258Chapter in book (Other academic)
  • 47.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    The robustness of aptitude effects in near-native second language acquisition2008In: Studies in Second Language Acquisition, ISSN 0272-2631, E-ISSN 1470-1545, Vol. 30, no 4, p. 481-509Article in journal (Refereed)
    Abstract [en]

    Results from a number of recent studies suggest that nativelike adult second language (L2) learners possess a high degree of language learning aptitude, the positive effects of which may have compensated for the negative effects of a critical period in these learners. According to the same studies, child learners seem to attain a nativelike command of the L2 regardless of high or low aptitude, which has led researchers to conclude that this factor plays no role in early acquisition. The present study investigates the L2 proficiency and language aptitude of 42 near-native L2 speakers of Swedish (i.e., individuals whom actual mother-tongue speakers of Swedish believe are native speakers). The results confirm previous research suggesting that a high degree of language aptitude is required if adult learners are to reach a L2 proficiency that is indistinguishable from that of native speakers. However, in contrast to previous studies, the present results also identify small yet significant aptitude effects in child SLA. Our findings lead us to the conclusions that the rare nativelike adult learners sometimes observed would all turn out to be exceptionally talented language learners with an unusual ability to compensate for maturational effects and, consequently, that their nativelikeness per se does not constitute a reason to reject the critical period hypothesis.

  • 48.
    Abrahamsson, Niclas
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hyltenstam, Kenneth
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Bylund, Emanuel
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Age effects on language acquisition, retention and loss. Key hypotheses and findings2018In: High-Level Language Proficiency in Second Language and Multilingual Contexts / [ed] Kenneth Hyltenstam, Inge Bartning, Lars Fant, Cambridge: Cambridge University Press, 2018, p. 16-49Chapter in book (Refereed)
  • 49.
    Abrahamsson, Åke
    Stockholm University.
    Ljus och frihet till näringsfång: om tidningsväsendet, arbetarrörelsen och det sociala medvetandets ekologi : exemplet Stockholm 1838-18691990Doctoral thesis, monograph (Other academic)
  • 50. Abukhanfusa, Kerstin
    Beredskapsfamiljernas försörjning: krigsfamiljebidragen i teori och praktik1975Doctoral thesis, monograph (Other academic)
1234567 1 - 50 of 21188
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf