Change search
Refine search result
1 - 23 of 23
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.
    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)
  • 2.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education.
    "Språket – en biljett till frihet": narrativ identitet i en migrationskontext2016In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 11, no 2, p. 143-173Article in journal (Refereed)
    Abstract [en]

    This article highlights and discusses a young woman’s experience of language use and language development. The woman’s story, which spans a period of fifteen years, starts with her escape from Afghanistan and illustrates her socialisation into Swedish society. The analysis is based on Paul Ricœur’s theoretical framework that is grounded in hermeneutic and phenomenological traditions. Ricœur tries to capture our experiencesof being the same person though we are constantly changing, making his thoughts onstorytelling and identity creation interesting to apply to the experiences of migration. Drawing on the concept of narrative identity, the article points to how narration connects time, how it expresses ethical dimensions and how the woman, little by little, develops an increasingly transnational and inclusive identity. The value of studying new arrivals in a longitudinal perspective also becomes clear as the analysis includes crucial turning points in terms of attitudes and strategies in relation to second language use.

  • 3.
    Aktürk-Drake, Memet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism. Vrije Universiteit Brussel, Belgium.
    Hur bra har den svenska integrationskontexten varit på att främja balanserad tvåspråkighet?2018In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 13, no 2, p. 107-130Article in journal (Refereed)
    Abstract [en]

    This paper investigates how good the Swedish integration context has been at promoting balanced bilingualism among adult children of Turkish immigrants. Balanced bilingualism has been one of the goals of Sweden’s multicultural language policy. An extensive comparison with corresponding groups in Rotterdam and Berlin is also presented. The data come from 430 participants in the project The Integration of the European Second Generation, of whom 133 resided in Stockholm. Balanced bilingualism is defined on the basis of the participants’ self-assessed speaking and writing skills in Turkish and their respective second languages. The results show that only a minority of the second-generation Turks were balanced bilinguals in Stockholm, which constituted the lowest rate among the cities. At the same time, the Stockholm group displayed the highest skill levels in the second language among the three cities. The analysis points out that the inclusive multi-ethnic context in Stockholm had a positive effect on second-language skills, while the Turkish group’s relatively small size and concentration coupled with the deficient implementation of mother-tongue instruction had a negative effect on Turkish skills. The other cities’ more segregated and enclavelike integration contexts seem instead to better promote Turkish skills and thereby to lead to a higher occurrence of balanced bilingualism. 

  • 4.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Jakobson, Britt
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Yngre andraspråkselevers meningsskapande i naturvetenskap genom tre analysverktyg2010In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 5, no 2, p. 9-33Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to make primary second language students’ meaning-making in science visible through the use of three analyses tools: Practical Epistemology (PEA), Systemic Functional Linguistics (SFL) and Thematic Patterns (TM). Learning science implies participating in a specific discourse with its own literacy practise and use of subject specific or technical language with specific genres coding scientific principles and procedures. The empirical material consists of audio-recordings from a grade two class and students’ written texts. The result shows the importance of making linguistic and scientific relations explicit to especially second language students. Scientific discourse at school requires use of different representations in order to scaffold students’ meaning-making and develop an everyday discourse towards a scientific discourse and make possible a movement between them.

  • 5.
    Axelsson, Monica
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Juvonen, Päivi
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Inledning: Nyanlända barn och ungdomar i de nordiska länderna2016In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 11, no 2, p. 5-12Article in journal (Other academic)
  • 6.
    Bijvoet, Ellen
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Fraurud, Kari
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Svenskan i dagens flerspråkiga storstadsmiljöer:: en explorativ studie av unga stockholmares perceptioner av variation och varieteter2008In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 3, no 2, p. 7-38Article in journal (Refereed)
  • 7.
    Donoso, Alejandra
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    The impact of Swedish L1 on the expression of path and manner in Spanish L22014In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 9, no 2, p. 47-71Article in journal (Refereed)
    Abstract [en]

    This study is based on the typological distinction between Satellite-framed and Verb-framed languages. Its main focus is on whether the L1 patterns for motion encoding are still at play even at advanced stages of second language acquisition. In order to delve into this question, three different groups of subjects were compared: L1 Swedish (Swedish native speakers, n = 16), L1 Spanish (Spanish native speakers of the Chilean variety, n = 16) and L2 Spanish. This latter group was composed by 21 Swedes that lived in Chile at the time of data collection. In order to determine the similarities and differences between the three groups regarding the encoding of motion events, oral narratives of the picture book Frog, where are you? (Mayer 1969) were analyzed. We hypothesized the learner group would exhibit L1-based syntactic and conceptual patterns when referring to Manner, Path and Ground in the L2. Our results confirmed, in part, this hypothesis: The learner group evidenced a pervasive use of Path particles and Ground adjuncts (specifically referring to the end points of motion), which support the idea that the learners rely on the expression patterns of their L1 when describing motion events in an L2. As to Manner, our learner group was found to convey this component outside the verb thus compensating for the lack of manner-of-motion verbs in Spanish by adding more information than the Spanish natives.

  • 8.
    Eliaso Magnusson, Josefina
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    "Självklart känns det mer tryggt att vara där inne i huset" - om den sociokulturella kontextens betydelse för språkliga repertoarer och identiteter2015In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, no 1, p. 7-28Article in journal (Refereed)
  • 9.
    Ganuza, Natalia
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Ordföljdsvariation som språklig strategi bland ungdomar i flerspråkiga storstadsmiljöer2008In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 3, no 2, p. 57-81Article in journal (Refereed)
  • 10.
    Ganuza, Natalia
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsundervisning, läsförståelse och betyg – modersmålsundervisningens roll för elevers skolresultat2018In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 13, no 1, p. 4-22Article in journal (Refereed)
    Abstract [en]

    The present study explores the relationship between participation in mother tongue instruction (MTI), students’ reading comprehension, and their overall school results. The study expands on the results of an earlier study, which found that Somali–Swedish speaking students who had attended Somali MTI for several years, performed better on reading comprehension in Somali, than Somali–Swedish speaking students of the same ages, who had not taken Somali MTI (Ganuza & Hedman 2017a). The present study revisits the results of 36 participants in the earlier study, and explores the relationship between their scores on reading comprehension and their grades at the end of 6th or 7th grade; in MTI, Swedish as a second language, Mathematics, and overall grade points. Most importantly, the results show consistent positive correlations between participants’ reading comprehension in Somali and their school results. This correlation is also stronger and more comprehensive than the one found between their reading comprehension in Swedish and their school results. In the paper, we argue that these results indirectly point to a positive relationship between MTI and students’ school results, which, if confirmed by future studies, is quite remarkable considering the limited teaching time allotted to MTI and its’ marginalized position in the Swedish school system.

  • 11.
    Hammarberg, Björn
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Andraspråksforskning med ASU-korpusen2013In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 8, no 1, p. 7-33Article in journal (Refereed)
    Abstract [en]

    ASU is a longitudinal corpus of L2 production by adult learners of Swedish, which is now accessible on the web for searching and analysis. This is a presentation of its intentions and structure, how to work with it, and how to access it. Some examples are also given of the research on L2 Swedish which has been carried out based on data from ASU.

    After a brief introduction on different kinds of corpora and their degree of accessibility, the next section discusses the various requirements that should be met by a longitudinal corpus, and how these have been handled in ASU. An aim for ASU has been to follow individuals longitudinally from the start of their acquisition of the L2 to an elaborate stage of proficiency, and to be able to observe a clear and coherent development over time. ASU is also characterized by the parallel collection of oral and written material, and by a control material from native Swedes. Foreign students at Stockholm University were recorded individually during conversations with Swedes, and in addition to this they also wrote essays. Corresponding data were collected from native Swedish students. The material was then transcribed and tagged morphologically.

    The corpus, which was compiled in its early form in the 1990s, is now converted into a modern format and has been connected to the user interface ITG, which is handled by the Swedish Language Bank (Språkbanken) at Gothenburg University. This is a flexible instrument for searching, analysing and editing data from the corpus. The article describes briefly how to work with corpus data using ITG.

    The corpus has been used for research on several areas of L2 Swedish. Some examples which are presented briefly here concern reference to future, syllable structure, possessive constructions, the utterance process, and the role of background languages in third language use.

    A description of how to access the corpus terminates the article.

  • 12.
    Hammarberg, Björn
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    Konstruktioner som produkt och process - en studie av hur L1- och L2-talare utnyttjar "det är"2008In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 3, no 1, p. 79-107Article in journal (Refereed)
    Abstract [en]

    Linguistic constructions can be viewed as products or processes. The paper explores connections between these aspects, focussing on L1 and L2 speakers’ use of Swedish constructions formed with the highly polyfunctional syntactic fragment det är ‘it is’. A usage-based model of language development is adopted, and the role of frequency of use is taken into account. The data for the study were extracted from a corpus of Swedish L1 and L2 conversational speech. This displays a rich use of different det är constructions, both in terms of the width of the repertoire and in terms of the frequency of use. The learners gradually acquire a pattern of usage which is largely similar to that of the native speakers, some structures occurring earlier than others; there appears a characteristic developmental profile. Det är has a prominent role in utterance production, often serving as a (sometimes only tentative) sentence introducer. There are indications that det är is acquired and functions as a formulaic sequence with a role in supporting utterance planning and execution. A particularly interesting phenomenon is the frequent occurrence of a formulation break after det är, with various ways of continuing the utterance; this provides insights into the ongoing formulation work.

  • 13.
    Hedman, Christina
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Över- och underidentifiering av dyslexi hos tvåspråkiga2010In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 5, no 1, p. 37-68Article in journal (Refereed)
    Abstract [sv]

    Syftet med denna artikel är att belysa och diskutera hur dyslexi kan identifieras hos tvåspråkiga. En kärnfråga är hur man vet om svårigheter med läsning och skrivning grundar sig i dyslexi eller i tillägnandet av ett andraspråk. Detta har beskrivits som ett omvittnat dilemma bl.a. för lärare, då det föreligger en risk dels för att dyslexi identifieras hos en individ som inte har dessa svårigheter, dels att dyslexi inte identifieras hos en individ som faktiskt har dem – eller att svårigheterna inte uppmärksammas tidigt nog.

    Denna artikel avser att närmare belysa problematiken med så kallad över- och underidentifiering av dyslexi hos tvåspråkiga utifrån en multipel fallstudie av spansk-svensktalande ungdomar, vars lärare misstänkte att de hade dyslexi. I artikeln ges först en översikt över forskning som berör avgränsningar av dyslexi hos tvåspråkiga.

  • 14.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Samtal om lärobokstext på två språk: Textsamtalets stöttande funktion för spansk-svensktalande ungdomar med och utan uppfattade läshinder2017In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 12, no 1, p. 23-44Article in journal (Refereed)
    Abstract [en]

    In this paper we investigate how Spanish-Swedish speaking secondary school students perform in text talk on the topic of a social science textbook. Using the concept of ʻtextual mobility’ (Swedish: textrörlighet), expressions of textual mobility are analyzed qualitatively in both Spanish and Swedish. The paper is based on data from twenty Spanish-Swedish speaking secondary school students, of whom half were perceived by their teachers to have some form of reading disability. The results show that the students in general displayed similar degrees of textual mobility in both of their languages, regardless of genre variation. This indicates language interdependence, although there were also exceptions to this pattern. Group comparisons show that the students with perceived reading difficulties expressed textual mobility to a lesser extent, although all students expressed some degree of textual mobility, in both Spanish and Swedish. The «multilingual text talk» and its scaffolding potential, as well as its function as a didactic tool, is highlighted and discussed in relation to multilingual students, with and without perceived reading difficulties.

  • 15.
    Juvonen, Päivi
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Nyanländ i den svenska skolan - om mottagning, utbildning och forskning2016In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 11, no 2, p. 93-114Article in journal (Refereed)
  • 16. Kuronen, Mikko
    et al.
    Zetterholm, Elisabeth
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Olika fonetiska drags relativa betydelse för upplevd inföddlikhet i svenska2017In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 1, no 2, p. 134-156Article in journal (Refereed)
    Abstract [sv]

    I den här undersökningen analyseras olika fonetiska drags betydelse för upplevd inföddlikhet i sverigesvenska som andraspråk. Lyssnarna (n = 39) bedömde uttalets målspråklighet i imiterade talprov. Resultaten visar att de segmentella målspråksavvikelserna hade störst betydelse för upplevd inföddlikhet. Målspråksavvikelserna i yttrandeintonation, rytm och tonaccenterna påverkade inte lyssnarna i samma utsträckning som de segmentella bristerna. Prov med L2-intonation och målspråkliga segment fick lika bra bedömning – på gränsen mellan uppfattbar och icke-uppfattbar brytning – som prov med målspråklig intonation och målspråkliga segment. Om segmenten var målspråkliga, fick prov med L2-aktig rytm och målspråklig rymt en likvärdig bedömning. Sammantaget visar resultaten att (i) målspråkliga segmentkvaliteter är av central betydelse för ett mycket bra och/eller inföddlikt uttal och (ii) åtminstone i vårt empiriska upplägg med uppläst tal som material hade segmenten en starkare korrelation med upplevd inföddlikhet än prosodin. Eftersom segment tycks vara av stor betydelse för hur lyssnarna bedömer uttalet, ska de inte underskattas som inlärningsmål vid uttalsundervisningen.

  • 17.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Grammatik i läromedelstext. Flerspråkiga gymnasieelevers förståelse av grammatisk metafor i biologitexter.2014In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 9, no 1, p. 37-68Article in journal (Refereed)
  • 18.
    Magnusson, Ulrika
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Om andraspråksperspektiv i Skolinspektionens granskningar av undervisning för nyanlända elever och andra andraspråkselever2017In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 12, no 1, p. 62-83Article in journal (Refereed)
    Abstract [en]

    On second language perspectives into the School Inspectorate’s reviews of education for newly-arrived pupils and other second language learners

    The paper analyzes assumptions on second language development in three reviews by the Swedish Schools Inspectorate of education for newly arrived students and second language students. Through close reading and the concepts of intertextuality and recontextualization, the paper analyzes the picture conveyed of second language development, factors of importance for educational success, favorable teaching and of the work conducted by schools and teachers. The study finds variations in the extent to which aspects of second language development are considered, and the extent to which second language research is used. In one of the reviews, second language development and its conditions are considered only to a limited extent, and therefore the representation given by the Schools Inspectorate of the work and conditions of schools and teachers, as well as the kind of education and scaffolding recommended, is influenced accordingly. To a greater extent than is the case in the reviews, questions regarding second language students’ education could be brought back to the national authorities, for comprehensive solutions.

  • 19.
    Reath Warren, Anne
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Multilingual study guidance in the Swedish compulsory school and the development of multilingual literacies2016In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 11, no 2, p. 115-142Article in journal (Refereed)
    Abstract [en]

    Helping recently arrived pupils learn the language of education in the countries they move to is a significant responsibility for schools in Sweden and other immigrant-receiving countries. Also important but often overlooked is the continuing development of the language(s) these pupils already speak and their value in learning majority languages and subjects. This article asks what the functions of multilingual practices during Multilingual Study Guidance are and how they help recently arrived pupils in the Swedish school reach the learning goals of subjects in the Swedish curriculum. A functional analysis of linguistic ethnographic data shows how using languages pupils understand to reformulate, explain, discuss and raise task, metalinguistic and sociocultural awareness, creates a temporary space for translanguaging, which facilitates subject knowledge development in Swedish and other languages. It is argued that recognition and expansion of this space has the potential to improve opportunities for recently arrived pupils’ on-going multilingual development.

  • 20.
    Strzelecka, Elzbieta
    et al.
    Mittuniversitetet.
    Vogel, Anna
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Andraspråksundervisning i ett kognitivt lingvistiskt perspektiv: En första kartläggning2012In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 7, no 1, p. 85-105Article in journal (Refereed)
    Abstract [sv]

    Använder sig andraspråksundervisningen av metoder som bygger på kunskap från kognitivt lingvistisk forskning? För att försöka kartlägga relationen mellan, å ena sidan, andraspråksundervisningen i Skandinavien idag, och, å andra sidan, grundläggande påståenden inom kognitiv lingvistik, har material från svenska och norska universitet samlats in. Materialet består av intervjuer med andraspråkslärare om deras undervisningsstil, en observation av ett undervisningstillfälle med fokus på undervisningsstilen, samt andraspråksläroböcker. Resultaten visar att andraspråksundervisningen inte kan ses som uttalat kognitivt lingvistisk, men att den, på ett implicit sätt, i många stycken harmonierar väl med insikter från kognitiv lingvistik. Mer specifikt har tre områden identifierats där undervisningen använder kunskap som är kompatibel med insikter från kognitiv lingvistik. Områdena är: (1) Lärarens användning av sin kropp samt av studenterna kroppar, då hon förklarar ett ord. Detta område i undervisningen kopplas till föreställningsscheman inom kognitiv lingvistik, i korthet förspråkliga, kroppsligt förankrade erfarenheter som hjälper oss att strukturera spatiala relationer och abstrakta företeelser. (2) Jämförelser mellan språk och produktion av olika ord som hör till skilda ordklasser. Detta område i undervisningen relateras till formning (construal) inom kognitiv lingvistik, vilket kortfattat handlar om hur en situation språkligt kan beskrivas på flera olika sätt. (3) Ordförklaringar, som belyser sambandet mellan ett ords metaforiska och icke-metaforiska betydelse. Detta område i undervisningen förbinds med semantisk motivation inom kognitiv lingvistik, där det hävdas att polysema relationer kan beskrivas schematiskt. Resultaten utgör en första orientering för de forskare och pedagoger som är intresserade av att utveckla delar av andraspråksundervisningen i en kognitivt lingvistisk anda. 

  • 21.
    Sundberg, Gunlög
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Kommunikativa dilemman i rekryteringssamtal2009In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, no 2, p. 91-106Article in journal (Refereed)
    Abstract [en]

    In talk-in-interaction, we can be faced with communicative dilemmas that manifest themselves more or less overtly. Dilemmas can entail contradictory demands, in the local interactional organisation of talk as well as in the frames surrounding it.

    In conversations between speakers that do not share common linguistic and cultural resources, for example in second language talk, such dilemmas can be related to understanding in the mutual construction of meaning. In the present paper, this is illustrated with examples from a study of job interviews between fourteen second language speaker job applicants and a recruiter at an employment agency. Three sequences on personality were analysed.

    The communicative dilemmas that arise in the analyses – the recruiter's dilemma, the job applicant's dilemma, a shared dilemma - also reflect different asymmetries in institutional conversation. The recruiter's dilemma reflects the institutional asymmetry in an expertise-equality dilemma. The job applicant's dilemma reflects the cultural asymmetry when the frames of the genre is unknown or contains a hidden agenda. The shared dilemma reflects the linguistic asymmetry and the use of reformulations  in the meaning making process. 

     

  • 22.
    Vincze, Laszlo
    et al.
    University of Helsinki.
    Moring, Tom
    University of Helsinki.
    TV-tittande, kultivering och språkidentitet bland unga finlandssvenskar2012In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 7, no 1, p. 37-52Article in journal (Refereed)
  • 23.
    Young, Nathan Joel
    Queen Mary, University of London, UK.
    Talrytmens sociala betydelse i det senmoderna Stockholm: Vokaldurationskontrast som ett indexikalt drag2018In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 13, no 1, p. 41-63Article in journal (Refereed)
    Abstract [en]

    A prosodic phenomenon often found in contact varieties is a minimized durational con- trast between vowels in successive syllables. This study demonstrates that this may also be the case in Stockholm’s urban multiethnolect (also known as Rinkeby Swedish).

    The study consists of a sociophonetic analysis of eight speech stimuli that were assessed by listeners (n=27) who expressed their inferences about the speakers’ home neighborhood (“Swedish” or ”multiethnic” neighborhood) and status-related affective qualities (“rough”, ”neutral”, or ”refined”) via Likert scales and written comments. The experimental stimuli were assembled from recordings of eight men from Stockholm’s multiethnic working class while they made a reservation at an exclusive restaurant by telephone.

    Of all the linguistic variables in the stimuli, intervocalic durational contrast between suc- cessive syllables emerged as the most statistically significant predictor of the listener assess- ments. It is therefore concluded that speech rhythm, measured by the normalized pairwise variability index of vowels (nPVI-V; Low, Grabe & Nolan, 2000), is a feature with rich social meaning within the domains of ethnicity and status (at least for male speakers).

    The study’s primary contribution is pinpointing the specific feature that probably lies behind the attributes ”jerky” and ”staccato”, which researchers have ascribed to the variety of study for over 25 years. Moreso, the results point toward a potential ongoing change in Stockholm Swedish when examined within the framework of Eckert’s (2008) proposal that ”ideological connections” can contribute to language change.

1 - 23 of 23
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