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  • 2101.
    Sánchez, Laura
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Transfer of V2 in a non-V2 language: Not just a performance error2014Conference paper (Refereed)
  • 2102.
    Sánchez, Laura
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Where language and cognition touch: Crosslinguistic influences in spatial conceptualization2006Conference paper (Refereed)
  • 2103. Sánchez, Laura
    et al.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Psychotypology in L3 Acquisition: A survey of (dis)similarity perceptions in non-adult learners2014In: Abstracts, 2014, p. 134-134Conference paper (Refereed)
    Abstract [en]

    In this contribution, we review the field of studies on psychotypology in L2 and L3 learning. We propose different definitions of the construct and discuss theories about learners’ perceptions of similarity that have been suggested in L2 and L3 research, from Kellerman’s (1983) notion to recent studies (e.g. García Mayo & Rothman 2012). Psychotypology involves similarity, and more importantly, perceived similarity. Intuitively, this is an attracting way of trying to explain CLI between similar languages, but it is not clear from the literature to what extent learners are aware of themselves perceiving similarity and of the possibility to draw on this process in additional language learning. Crucially, in the process of learning a new language, learners may be aided by their multilingual metalinguistic knowledge (cf. e.g. Jessner, 2008), but their conscious or unconscious knowledge of the similarity between two languages can also, in particular cases, mislead the learner (Bardel & Falk 2012, García Mayo & Rothman 2012).

  • 2104.
    Sánchez, Laura
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Bardel, Camilla
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Transfer from an L2 in third language learning2017In: L3 Syntactic Transfer: Models, New Developments and Implications / [ed] Tanja Angelovska, Angela Hahn, Amsterdam: John Benjamins Publishing Company, 2017, p. 223-250Chapter in book (Refereed)
    Abstract [en]

    This chapter addresses the role of proficiency in a prior non-native language (L2 proficiency) on transfer in third language learning. It discusses some methodological considerations and gaps in previous research, while also bringing up conceptual difficulties in defining, operationalizing and measuring L2 proficiency. An empirical study is presented on the role played by overall proficiency in L2 German on the occurrence of transfer in L3 English written production in Spanish/ Catalan bilingual learners (n = 73). The statistical treatment of the data relied on an ANCOVA with number of transferred items as the dependent variable and L2 proficiency as the independent variable. Biological age and proficiency in the target language (L3 proficiency) were used as covariates in this analysis.

  • 2105.
    Sánchez, Laura
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Gilabert, Roger
    Do working memory and proficiency compel grammatical development? An exploratory study on L2 acquisition in instructed acquisition by adult learners2012Conference paper (Refereed)
  • 2106.
    Sánchez, Laura
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Jarvis, Scott
    Framing transfer: Footprints of L1-based perspectives2006Conference paper (Refereed)
  • 2107.
    Sánchez, Laura
    et al.
    University of Barcelona, Spain.
    Jarvis, Scott
    The Use of Picture Stories in the Investigation of Crosslinguistic Influence2008In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 42, no 2, p. 329-333Article in journal (Refereed)
  • 2108.
    Sánchez Pérez, Laura
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    The acquisition of written competence in learners of L3 English in a Spanish/German content and language integrated learning context2015In: Spanish CLIL in Action: Voices from the Classroom / [ed] Maria Luisa Perez Canado, David Marsh, Juan Raez Padilla, Cambridge Scholars Publishing, 2015, p. 64-81Chapter in book (Refereed)
  • 2109.
    Sánchez Pérez, Laura
    University of Barcelona, Spain.
    Trilingualism in Family, School and Community. Charlotte Hoffmann, Jehannes Ytsma. Clevedon: Multilingual Matters2006In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 3, no 4, p. 296-302Article, book review (Other academic)
  • 2110.
    Säflund, Maud
    Stockholm University, Faculty of Humanities, Department of English.
    Vocabulary Knowledge and Reading Comprehension: Differences and Similarities Between L1 and L2 Subjects2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay will deal with the questions of what impact knowledge of vocabulary has on L1 readers’ and L2 readers’ reading comprehension respectively. As Koda points out "Research consistently demonstrates that vocabulary knowledge correlates more highly with reading comprehension than other factors including morphosyntactic knowledge" (Koda 2004:49) Philip Shaw and Alan McMillion at Stockholm University are doing a research project called ‘Advanced Reading Project’with in all 140 students at university level. There was a gap-filling test on vocabulary and multiple choice questions for synonyms and antonyms. They have also set up a number of other tests to check reading comprehension etc. The aim of this work is to analyze the vocabulary tests’ data provided by Shaw and McMillion. This is done by entering the data into Excel files and sorting the answers and attempts made for each subject, and by comparing the numbers of correct answers and non- attempts to different questions, patterns could be detected that can show differences or similarities between the subjects. Through this analysis and further research we may find the answers to the questions: Which vocabulary items are easy or difficult for all British and Swedish subjects? And what differences and similarities can be found in the answers given by Swedes and British respectively? Are there any patterns which might suggest reasons for the findings? The vocabulary results will further be compared with the results from the reading comprehension tests. The research reported in this essay will test the thesis expressed by Koda 2004: "Successful comprehension is heavily dependent on knowledge of individual word meaning. The widely recognized relationship between vocabulary and reading comprehension attests to the crucial role word knowledge plays in text understanding among both L1 and L2 readers---". (Koda 2004: 48) Could there be other explanations for good reading comprehension other than vocabulary knowledge?

  • 2111.
    Söderberg, Benny
    Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.
    The Double Passive in Swedish: A case of creating raising verbs in the Scandinavian languages.2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The primary aim of this thesis is to map the syntactic and semantic nature, and the frequency of the Double Passive in Swedish. The results showed that the Double Passive is a control construction where the internal argument (OBJ) of the embedded verb is raised to subject of the s-passive matrix verb, and the verb of the infinitival complement co-occurs as an s-passive infinitive. In the thesis Lexical functional grammar (LFG) is used as a model for semantic and syntactic analysis. The analysis showed that when the AGENT in a Double Passive construction is suppressed, it creates an argument structure that triggers an equi verb to occur as a raising verb (cf. Ørsnes 2006:404). Overt agents within constructions containing the Double Passive showed an even lower frequency than the low frequencies documented in previous research of passive constructions by Silén (1997) and Laanemets (2010). The lower frequency is partly a result of the fact that agents in a Double Passive construction are suppressed twice. The results of a corpus study showed a frequency of 3.57 % of overt agents within constructions containing Double Passives. The complementizer att ‘to’ in the subordinated infinitive clause of a Double Passive is overtly expressed, partly depending on the degree of modality of the matrix verb (cf. Sundman 1983; Teleman 1999; Lagerwall 1999), and the degree of semantic bonding between the matrix verb and the complement (Givón 2001b). The data (matrix verbs) collected in the corpus study were analysed according to a categorising-system in SAG (Teleman et al. 1999) and in Givón (2001a) and Givón (2001b). The matrix verbs with strong nominal (lexical) properties, e.g. planera ‘plan’, showed a high frequency of co-occurrence with full infinitives, as compared to matrix verbs with largely grammatical meaning, e.g. avse ‘intend’.

  • 2112.
    Söderholm, Joen
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Standardiserad diskurs: En undersökning av kontextuella faktorers effekt på diskursen i en standard från SIS2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie undersöks kontextuella faktorers inverkan på diskursen i en standard, SS 624070, framtagen av det svenska standardiseringsorganet SIS, Swedish Standards Institute. Undersökningen går igenom vilka premisser och faktorer som gör att diskursen i standarden ser ut som den gör. Undersökningen omfattar även hur aktörerna ser på denna diskurs, och hur användandet av standarden ser ut. Materialet består av intervjuer och texter som har analyserats utifrån diskursanalytiska begrepp. Med hjälp av intertextualitet och tematisering försöker undersökningen ge svar på hur kontextuella faktorer påverkar både hur denna diskurs skapas och hur den förstås. Analysen sker främst på makronivå för att ge en övergripande bild av hur kommunikationssituationen ser ut, vilka problem som uppstår och vad man kan göra åt dessa problem.

    Resultaten visar att SS 624070, och standarder överlag, förmedlar en specifik standardiseringsdiskurs. Denna diskurs ser i stort sett likadan ut oavsett vilken standard det handlar om. Diskursen styrs väldigt kraftigt av bland annat tradition och skrivregler som bestämmer både på mikro- och makronivå hur standarder ska skrivas. Detta görs för att uppfylla flera olika syften. Syften som stämmer överens med hur standarder överlag fungerar . De ska vara likformiga och kompatibla med varandra, och behöver därför ha samma diskurs för att leva upp till det syftet. Samtidigt blir standardernas diskurs en del av SIS ansikte utåt. Den enhetliga diskursen visar på hur SIS arbetar med att göra världen mindre splittrad. Inte bara för externa parter utan även för sig själva. Diskursen har en funktion i sig, samtidigt som den visar mer övergripande på SIS egna funktion.

  • 2113.
    Söderlund, Göran B. W.
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics. University of Southampton, UK.
    Sikström, Sverker
    Loftesnes, Jan M.
    Sonuga-Barke, Edmund J.
    The effects of background white noise on memory performance in inattentive school children2010In: Behavioral and Brain Functions, ISSN 1744-9081, E-ISSN 1744-9081, Vol. 6, no 55Article in journal (Refereed)
    Abstract [en]

    Background: Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminergic states. On the basis of this model we predicted that inattentive children would be enhanced by adding background white noise while attentive children's performance would deteriorate. Methods: Fifty-one secondary school pupils carried out an episodic verbal free recall test in two noise conditions. In the high noise condition, verb-noun sentences were presented during auditory background noise (white noise, 78 dB), and in the low noise condition sentences were presented without noise. Results: Exposure to background noise improved performance for inattentive children and worsened performance for attentive children and eliminated episodic memory differences between attentive and inattentive school children. Conclusions: Consistent with the model, our data show that cognitive performance can be moderated by external background white noise stimulation in a non-clinical group of inattentive participants. This finding needs replicating in a larger sample using more noise levels but if replicated has great practical applications by offering a non-invasive way to improve school results in children with attentional problems.

  • 2114.
    Söderlund, Göran
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Marklund, Ellen
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Lacerda, Francisco
    Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.
    Auditory White Noise Enhances Cognitive Performance Under Certain Conditions: Examples from Visuo-Spatial Working Memory and Dichotic Listening Tasks2009In: Proceedings FONETIK 2009 / [ed] Peter Branderud & Hartmut Traunmüller, Stockholm: Department of Linguistics, Stockholm Universitet , 2009, p. 160-164Conference paper (Refereed)
    Abstract [en]

    This study examines when external auditive noise can enhance performance in a dichotic listening and a visuo-spatial working memory task. Noise is typically conceived of as being detrimental for cognitive performance; however, given the mechanism of stochastic resonance (SR), a certain amount of noise can benefit performance. In particular we predict that low performers will be aided by noise whereas high performers decline in performance during the same condition. Data from two experiments will be presented; participants were students at Stockholm University.

  • 2115.
    Söderstedt, Jenny
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    En studie av blickar och pekningars språkliga funktion hos barn i interaktion.2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att studera hur blickar och pekningar förhåller sig till barns verbala yttranden. Jag har använt ett videoinspelat material där 8 hörande barn med typisk utveckling mellan 0;8 och 5;10 år interagerar. Ur detta har jag klippt sekvenser som passar min frågeställning, implementerat dem i annotationsprogrammet ELAN, och sedan annoterat och analyserat materialet. Av 77 deklarativa-informativa pekningar i det slutliga materialet fann jag 68 ha den tidigare kända funktionen för denna pekningstyp, att förekomma i en vanlig påståendesats. De återstående 9 hade ett blickmönster som skilde sig från dessa. Jag anser att dessa pekningar tillför yttrandet en betonande funktion. Jag fann även ytterligare 7 pekningar i samband med interrogativa satser som inte är tidigare beskrivna. De följde samma blickmönster som de betonade pekningarna. De slutsatser jag drog var att blickar i kombination med pekningar hos barn kan ha en betonande och en interrogativ funktion.

  • 2116.
    Tahbaz, Sofia
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Beröringens roll för barns språkutveckling2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Beröring är en modalitet som visat sig spela en stor roll i människans utveckling. Föreliggande studie hade för avsikt att undersöka beröringens roll i barnets språkutveckling, utifrån hur beröring förändras över tid och hur det påverkar barnets produktiva ordförråd. Fri interaktion mellan förälder och barn analyserades utifrån annoteringar med information om beröring, som duration och beröring med eller utan hud-mot-hudkontakt. I undersökningen inkluderades alla former av beröring i den totala beröringsdurationen. Tio barn studerades under det första levnadsåret och då de var 24 månader gamla. Resultaten visar att en minskning av beröringsduration sker under barnens första två levnadsår. Resultatet indikerar några intressanta tendenser som diskuteras utifrån tidigare forskning. Beröring med hud-mot-hudkontakt verkar ha en annan roll än total beröring. Studien utformades explorativt och fann inget signifikant samband mellan beröring vid barns första och andra levnadsår och deras produktiva ordförråd vid 30 månader, varken med eller utan hud-mot-hudkontakt. Studien förser dock framtida forskning med tendenser som behöver studeras vidare.

  • 2117.
    Tahbaz, Sofia
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Emblem use in parent-child interaction: A longitudinal study2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis investigates emblem use exploratory in parent-child interaction. Emblems are conventional gestures with a verbal equivalent. The aim of this study was to answer if emblem use facilitates language acquisition. Formulaic gestures – fixed gestures accompanying songs – were examined as a subgesture of emblems. 20 children and their parents’ emblem use were recorded when interacting freely at seven age points: 6, 9, 12, 15, 18, 21 and 24 months. Emblem use was correlated to the children’s productive vocabulary at 30 months. The results showed that parental emblem use at 24 months and child emblem use at 15 months predicted child productive vocabulary at 30 months. T-tests showed how emblem production of children in a lower productive vocabulary group differed from children in a higher productive vocabulary group. A difference between the children of the lower productive vocabulary group and the children of the higher productive vocabulary group emblem use was also found at 15 months, indicating emblem use being important in language acquisition. Formulaic gestures did not correlate to child productive vocabulary. Emblem use developed along with child age and probably inherently with word production. Parents adjust their emblem use to the child’s age and/or possibly language skills, suggesting that child-directed gesturing occurs in parent-child interaction.

  • 2118.
    Tahbaz, Sofia
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    The acquisition of Swedish prepositions: A longitudinal study of child comprehension and production of spatial prepositions2018Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Prepositions are acquired at earliest during the second year of life. This thesis investigates 16 children acquiring Swedish spatial prepositions, i.e. ‘on/at’, i ‘in/at’, under ‘under’, bredvid ‘beside/next to’, bakom ‘behind/back’ and framför ‘in front’. This thesis aimed toinvestigate how preposition acquisition relates to language acquisition. The thesis used three different methods: eight sessions of free parent-child interaction, one structured experiment at 2;9 years and parental reports on child passive/active vocabulary from when the children were 0;9 years until they were 3;0 years old. The data gathered was correlated to scores in the parental reports at 4;0 years, which was used as a measure of communicative level, and used as a base when dividing the children into three groups: lower, average and higher score. The results showed that both parental and child preposition production, comprehension at 2;9 years, and comprehension and production predicted communicative level at 4;0 years. The results of the thesis varied depending on the method used. This highlights the importance if using several methods when investigating child language acquisition.

  • 2119.
    Tesfazion, Malin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Taltolkning av hörande teckenspråksanvändare: En fokusgruppstudie med tolkar och hörande teckenspråkiga som tecknar i tolkade sammanhang2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines interpreters’ experiences of interpreting hearing signers into spoken language and describes the phenomenon of being the hearing person who signs in these interpreted contexts. Two focus groups were given the chance to share their stories about the situation - one group of sign language interpreters and one group of hearing signers. Through content analysis five themes were identified concerning the most important aspects. 1. Hearing persons’ choice of language in an interpreted situation 2. Strategies to manage being interpreted into spoken language 3. The interpreters’ linguistic challenges 4. Good cooperation is vital 5. CEFR- self-evaluation is hard. These themes revealed that giving voice to hearing signers is a complex phenomenon requiring special management. Well developed cooperation is an advantage and facilitates the interpreters work. Good knowledge about the reasons why hearing signers choose to sign makes it easier for the interpreters to relax and concentrate on the task. Hearing people need to have good understanding of their language proficiency as well as being accustomed to and develop strategies for managing to hear the interpreters voice over. 

  • 2120.
    Thofelt, Unn
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language.
    Något om den konstruerade dialogen i svenskt teckenspråk2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Begreppen rapporterat tal och citat är missvisande, enligt Tannen (1986, 1989), eftersom den som lyssnar på en utsaga, noterar kärnan och budskapet i utsagan. Vi återberättande. lägger dennen in sin egen tolkning i återgivningen. Den berättadne minns inte ordagrant vad som sades, utan återger den ur sitt eget perspektiv och minne. Tannen (1986, 1989) menar att det är bättre att kalla dessa återgivningar konstruerad dialog (constructed dialogue)och har definierat olika kategorier i sammanhanget.

    Metzger (1995) undersöker bruket av konstruerad dialog, enligt Tannens kategorier, inom amerikanskt teckenspråk. Metzger (1995) menar att sex av tio kategorier går att applicera.

    Föreliggande arbete visar att sju av Tannens tio kategorier är applicerbara på svenskt teckenspråk. Fyra kategorier är desamma som Metzger funnit, men övriga skiljer sig åt. I de analyserade texterna använder de berättande sig av konstruerad dialog i form av kategorierna Dialog representerande vad som inte sades, Dialog som typexempel, Sammanfattning av dialog, Dialog i kör, Dialog som inre tal, Vag referent och Icke-mänsklig talare.

  • 2121.
    Thomsen, Thomas
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Tolkningsstrategier i ljuset av språkkompetens, tolkningsriktning och tolkerfarenhet2018Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The present study examines what influence language competence and directionality have on interpreting strategies in public service interpreting. It is based on four video recorded roleplays which were interpreted by four interpreters with different interpreting experience between the languages Swedish and Spanish. The roleplays were based on a script and the roleplayers were asked to expose the interpreters to specific difficulties at specific points during the conversation. In addition to the observation of video recordings, and the transcription of these, the analysis has also been based on the interpreters’ retrospections, a language test and an interview regarding their language competence. The analysis method has also been based on and has replicated Arumí Ribas and Vargas-Urpi's study (2017) and has conducted a quantitative analysis on the basis of Wadensjö's seven types of renditions (1998). This analysis method has shown limitations since identification of all types of interpreting strategies could not be done only through Wadensjö's seven types of renditions. The study has determined that the interpreter applies more interpreting strategies to his/her weak language than to his/her strong language but that further research is necessary in this area.

  • 2122.
    Thorén, Bosse
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    The priority of temporal aspects in L2-Swedish prosody: Studies in perception and production2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Foreign accent can be everything from hardly detectable to rendering the second language speech unintelligible. It is assumed that certain aspects of a specific target language contribute more to making the foreign accented speech intelligible and listener friendly, than others. The present thesis examines a teaching strategy for Swedish pronunciation in second language education. The teaching strategy “Basic prosody” or BP, gives priority to temporal aspects of Swedish prosody, which means the temporal phonological contrasts word stress and quantity, as well as the durational realizations of these contrasts. BP does not prescribe any specific tonal realizations. This standpoint is based on the great regional variety in realization and distribution of Swedish word accents. The teaching strategy consists virtually of three directives:

    · Stress the proper word in the sentence.

    · Stress proper syllables in stressed words and make them longer.

    · Lengthen the proper segment – vowel or subsequent consonant – in the stressed syllable.

    These directives reflect the view that all phonological length is stress-induced, and that vowel length and consonant length are equally important as learning goals. BP is examined in the light of existing findings in the field of second language pronunciation and with respect to the phonetic correlates of Swedish stress and quantity. Five studies examine the relation between segment durations and the categorization made by native Swedish listeners. The results indicate that the postvocalic consonant duration contributes to quantity categorization as well as giving the proper duration to stressed syllables. Furthermore, native Swedish speakers are shown to apply the complementary /V: C/ - /VC:/ pattern also when speaking English and German, by lengthening postvocalic consonants. The correctness of the priority is not directly addressed but important aspects of BP are supported by earlier findings as well as the results from the present studies.

  • 2123.
    Thutloa, A.
    et al.
    University of the Western Cape, Sydafrika.
    Stroud, Christopher
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Does active participation in health enhance health outcomes and health care delivery systems?2012In: Stellenbosch Papers in Linguistics PLUS, ISSN 2224-3380, Vol. 41, p. 117-123Article in journal (Refereed)
  • 2124.
    Tienken, Susanne
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German. Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Adibeli Nduka-Agwu; Hornscheidt, Antje Lann (Hrsg.): Rassismus auf gut Deutsch. Ein kritisches Nachschlagewerk zu rassistischen Sprachhandlungen. 2010In: Studia Neophilologica, ISSN 0039-3274, E-ISSN 1651-2308, Vol. 82, no 2, p. 237-238Article, book review (Other academic)
  • 2125.
    Tienken, Susanne
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Beziehungskonstitutive Gattungen Soziale Vergemeinschaftung am Beispiel von Stammbüchern des 17. und 18. Jahrhunderts2017In: Sprache und Beziehung / [ed] Angelika Linke, Juliane Schröter, Berlin, Boston: Walter de Gruyter, 2017, p. 359-384Chapter in book (Refereed)
  • 2126.
    Tienken, Susanne
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German.
    Helene Decke-Cornill; Lutz Küster (2010): Fremdsprachendidaktik. Eine Einführung. Tübingen: Narr.2011In: LinguistlistArticle, book review (Other academic)
  • 2127.
    Tienken, Susanne
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German.
    Michail M. Bachtin: Sprache und der Prozess kultureller Bedeutungsbildung2012In: Sprachdenker / [ed] Forster Iris, Heinz Tobias, Neef Martin, Frankfurt am Main: Peter Lang Publishing Group, 2012, p. 191-206Chapter in book (Other academic)
  • 2128.
    Tienken, Susanne
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German.
    Muster – kulturanalytisch betrachtet2015In: Handbuch Satz, Äußerung, Schema / [ed] Christa Dürscheid, Jan Georg Schneider, Berlin, Boston: Walter de Gruyter, 2015, p. 464-484Chapter in book (Refereed)
  • 2129.
    Tienken, Susanne
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German. Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Neue Medien, neue Formen? Hybridisierung als Aspekt sozialen Wandels2015In: Hybridisierung und Ausdifferenzierung: Kontrastive Perspektiven linguistischer Medienanalyse / [ed] Stefan Hauser, Martin Luginbühl, Bern: Peter Lang Publishing Group, 2015, p. 31-56Chapter in book (Refereed)
  • 2130.
    Tienken, Susanne
    Stockholm University, Faculty of Humanities, Department of Baltic Languages, Finnish and German. Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Wenn aus Erzählungen Genres werden. : Überlegungen zum Erzählen und Mitwirken in Webforen.2012In: Vielheit und Einheit der Germanistik weltweit.: Akten des XII. Kongress der Internationalen Vereinigung für Germanistik (IVG). Bd. 16. Warschau, 30. Juli – 7. August 2010. / [ed] Franciszek Grucza, Margot Heinemann, ,Beata Mikolajczyk, Ingo H. Warnke, Frankfurt am Main: Peter Lang Publishing Group, 2012, p. 295-303Conference paper (Refereed)
  • 2131.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. Stockholm University, Faculty of Humanities, The Institute for Interpretation and Translation Studies.
    A Sociological Perspective on Expertise in Conference Interpreting: A case study on Swedish Conference Interpreters.2010In: Translation Effects.: Selected Papers of the CETRA Research Seminar inTranslation Studies 2009. / [ed] Omid AZADIBOUGAR, Leuven: CETRA , 2010, p. 1-24Chapter in book (Other academic)
    Abstract [en]

    This paper investigates how conference interpreters with Swedish as A-language workingin international institutions understand the concept of expertise. Ten interpreters withSwedish mother tongue and working in the Swedish booth at the European institutions wereinterviewed in two focus groups (n=5) about their opinion of professional identity. Theresult was then compared to the findings of a survey of the official discourse of conferenceinterpreting at the European institutions and the International Association of ConferenceInterpreter (AIIC). Some possible norm-related activities were identified.This paper investigates how conference interpreters with Swedish as A-language1 workingin international institutions understand the concept of expertise. Ten interpreters withSwedish mother tongue and working in the Swedish booth at the European institutions wereinterviewed in two focus groups (n=5) about their opinion of professional identity. Theresult was then compared to the findings of a survey of the official discourse of conferenceinterpreting at the European institutions and the International Association of ConferenceInterpreter (AIIC). Some possible norm-related activities were identified.

  • 2132.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Accuracy2015In: Routledge encyclopedia of interpreting studies / [ed] Franz Pöchhacker, London: Taylor & Francis, 2015, p. 3-4Chapter in book (Refereed)
  • 2133.
    Tiselius, Elisabet
    Institutt for Fremmedspråk, Universitetet i Bergen, Norge.
    Experience and Expertise in Conference Interpreting: An investigation of Swedish conference interpreters2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This dissertation investigates the process and product of interpreters with different levels of experience and explores the expertise approach (cf. Ericsson, Charness and Hoffman 2007) as applied to interpreters. The expertise approach claims that highly skilled performers, regardless of their chosen field, use the same type of strategies in order to reach the top levels of their profession. An important feature of the expertise approach is deliberate practice, a specific type of practice that highly skilled performers engage in so as to improve their performance.

    The dissertation is based on four different studies featuring two different sets of participants. Two data sets – a cross-sectional material with nine participants on three different levels of interpreting experience (none, short and long), and a long-term material with three interpreters recorded at two different points in time – were analysed in terms of both processing and product data. The interpreting process was studied by retrospectively analysing and categorizing processing problems, monitoring and strategies, while the interpreting product was analysed by using holistic rating scales for intelligibility and level of information transfer of the interpreting product. In-depth interviews were also conducted with the long-term participants in order to investigate their perception of deliberate practice and their own view of their skill development. An important and integral part of the dissertation, apart from the results, was the development of the holistic rating scales (adapted from Carroll 1966), and the development of an in-depth interview study.

    The conclusions of the dissertation are that there are measurable differences of interpreting skill between performers with little or no interpreting experience and performers with long interpreting experience, but this finding could not be supported by the long-term (intra-individual) study. Differences between the groups in the cross-sectional material could also be observed from the process data. Experienced interpreters

    16

    encountered fewer processing problems than less experienced interpreters and had more strategies at hand to solve problems. There were also clear differences in terms of instances of monitoring (i.e. controlling the interpreting process and output) between experienced interpreters and other subjects. Monitoring seemed to be a dividing line between experienced and inexperienced interpreters, and experienced interpreters had more processing capacity available to monitor themselves. This was also to a certain extent supported in the in-depth interviews, where the participants reported how they constantly evaluate themselves in terms of improving performance. A key assumption established in the beginning of the project – that experienced interpreters would claim, in the in-depth interviews, that they practise a great deal – was not supported, to our surprise. The interpreters recounted many practice-like activities but stated that they did not actually practise.

    The dissertation concludes by calling for more studies on deliberate practice in interpreting, suggesting that the term “interpreter expert” should only be used with caution in scientific studies and that the particular features of expertise and deliberate practice in interpreting should be discussed. 

  • 2134.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Expertise2015In: Routledge encyclopedia of interpreting studies / [ed] Franz Pöchhacker, London: Routledge, 2015, p. 152-155Chapter in book (Refereed)
  • 2135.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies. Department of Foreign Languages, University of Bergen.
    Expertise without deliberate practice?: The case of simultaneous interpreters2013In: The Interpreters' Newsletter, ISSN 1591-4127, Vol. 1, no 18Article in journal (Refereed)
    Abstract [en]

    Deliberate practice (Ericsson 2007) is a type of focused, goal-oriented practice that is part of the process of developing expertise. A less explored area in interpreting research, deliberate practice is a construct that is not easily investigated using an experimental research design.

    This article reports on in-depth interviews with three interpreters. By exploring their background, training, views on interpreting, and perceptions of core areas of deliberate practice (such as practice, setting clear goals and being open to feedback), an impression of their practice habits emerges. The article concludes that deliberate practice as defined by Ericsson is not consciously employed by these interpreters. Some of the implications of these findings for the application of expertise theory in interpreting are outlined in the discussion. 

  • 2136.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism. Stockholm University, Faculty of Humanities, The Institute for Interpretation and Translation Studies.
    The development of expertise – or not: Three simultaneous interpreters' development over timeManuscript (preprint) (Other academic)
    Abstract [en]

    In this article, the performance of three simultaneous interpreters is studied. Excerpts of their performance at interpreting training and today are studied. Furthermore, their present day performance is compared with other experienced interpreters. It is assumed that the three interpreters may be possible experts according to the expertise theory (Ericsson, Charness & Hoffman 2007). However, the results in this study indicate that their development over time may not support the assumption that they are experts in the strictest sense of the theory.

  • 2137.
    Tiselius, Elisabet
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    "This led me to start thinging about how this happened, and what the process behind it would be": An interview with professor Birgitta Englund Dimitrova2011In: Methods and Strategies of Process Research: Integrative approaches in Translation Studies / [ed] Alvstad, Cecilia; Hild, Adelina; Tiselius, Elisabet, Amsterdam and Philadelphia: John Benjamins Publishing Company, 2011, p. 345-360Chapter in book (Other academic)
  • 2138.
    Tiselius, Elisabet
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Alvstad, CeciliaUniversity of Oslo.Hild, AdelinaState University of New York.
    Methods and Strategies of Process Research: Integrative approaches in Translation Studies.2011Collection (editor) (Refereed)
    Abstract [en]

    The volume includes contributions on the cognitive processes underlying translation and interpreting, which represent innovative research with a methodological and empirical orientation. The methodological section offers an assessment/validation of different time lag measures; discusses the challenges of interpreting keystroke and eye-tracking data in translation, and triangulating disfluency analysis and eye-tracking data in sight translation research. The remainder of the volume features empirical studies on such topics as: metaphor comprehension; audience perception in subtitling research; translation and meta-linguistic awareness; and effect of language-pair specific factors on interpreting quality. A special section is dedicated to expertise studies which look at the link between problem analysis and meta-knowledge in experienced translators; the effects of linguistic complexity on expert interpreting; and strategic processing and tacit knowledge in professional interpreting. The volume celebrates the work of Birgitta Englund Dimitrova and her contribution to the development of process-oriented research.

  • 2139.
    Tiselius, Elisabet
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Alvstad, Cecilia
    University of Oslo.
    Hild, Adelina
    State University of New York.
    Methods and strategies of process research: Integrative approaches in Translation Studies (Introduction chapter)2011In: Methods and strategies of process research: Integrative approaches in Translation Studies / [ed] Alvstad, Cecilia; Hild, Adelina; Tiselius, Elisabet, Amsterdam and New York: John Benjamins Publishing Company, 2011, p. 1-9Chapter in book (Refereed)
  • 2140.
    Tiselius, Elisabet
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Hild, Adelina
    Expertise and Competence in Translation and Interpreting2017In: The Handbook of Translation and Cognition / [ed] John W. Schwieter, Aline Ferreira, Malden, MA: John Wiley & Sons, 2017, p. 425-444Chapter in book (Refereed)
    Abstract [en]

    This chapter will outline the main perspectives of the empirical study of competence and expertise in both translation and interpreting. We will cover such core issues as definitions and models of competence and expertise, the relationship between professionalism and expertise, and the multivariate nature of translation/interpreting expertise (cognitive vs. social), as well as the structure of deliberate practice in the field, the stages of competence/expertise acquisition, and how these stages can relate to training and professional experience. The chapter considers both exclusive and inclusive models of competence and seeks to critically link them to expertise. Furthermore, the chapter provides a survey of the methods employed to study the specific skills and knowledge included in these models. It will also consider areas that have received little attention to date in translation process research, namely, the role of selfregulation (motivation, metacognition, emotion regulation) in performance and in supporting deliberate practice. We conclude by outlining outstanding issues for further research as well as the implications of current research for the interpreting and translation professions.

  • 2141.
    Tiselius, Elisabet
    et al.
    Stockholm University, Faculty of Humanities, Centre for Research on Bilingualism.
    Jenset, Gard B.
    Bergen University College.
    Process and product in simultaneous interpreting: What they tell us about experience and expertise2011In: Methods and Strategies of Process Reserach: Integrative approaches in Trnaslation Studies / [ed] Alvstad, Cecilia; Hild, Adelina; Tiselius, Elisabet, Amsterdam and Philadelphia: John Benjamins Publishing Company, 2011, p. 269-300Chapter in book (Refereed)
    Abstract [en]

    The expertise approach (Ericsson 2008) has been used to explore the competence of translators and interpreters since the mid-1990s, and is now a well established sub-field in translation and interpreting process research (Jääskeläinen 2010). In the area of interpreting, Ivanova (1999), Liu (2001) and others have explored the expertise approach. The studies reported in this article follow up on this work, but go one step further and investigate both process and product. The aim of the two studies was to explore the differences in performance between interpreters with shorter and longer experience (possible experts). Participants (n = 9) with no, short or long experience interpreted the same speech and performed retrospection immediately after. The first study, dedicated to process, used Ivanova’s (1999) method for investigating the process. The second study, on product, let two groups, non-interpreters (n = 6) and interpreters (n = 6), rate the interpreting performances using Carroll’s (1966) scales for intelligibility and informativeness. It was found that the degree of experience influences the processing strategies used by interpreters and the types of problems they report. Experience also has an impact on how the product of experienced interpreters and that of less experienced interpreters is rated, both when rated by interpreters and by non-interpreters.

  • 2142.
    Tissari, Heli
    Stockholm University, Faculty of Humanities, Department of English.
    Corpus-linguistic approaches to metaphor analysis2017In: The Routledge Handbook of Metaphor and Language / [ed] Elena Semino, Zsófia Demjén, Milton Park, Abingdon, Oxon: Routledge, 2017, p. 117-130Chapter in book (Other academic)
    Abstract [en]

    Corpora should be used to study metaphors for the same reasons that they should be used for any linguistic research. They help us to search through a lot of data with great speed, they make research replicable, and they give us access to statistics on linguistic phenomena. This chapter will discuss and demonstrate how best to make use of corpora in metaphor research.

  • 2143.
    Tissari, Heli
    Stockholm University, Faculty of Humanities, Department of English.
    Review of  Handbook of Cognitive Linguistics2016In: Linguist List, ISSN 1068-4875, no 27, article id 1509Article, book review (Other academic)
  • 2144.
    Tolk- och översättarinstitutet,
    Stockholm University, Faculty of Humanities, The Institute for Interpretation and Translation Studies.
    Tolkkunskap2008 (ed. 3)Book (Other (popular science, discussion, etc.))
  • 2145.
    Toth, Jeanette
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Paulsrud, BethAnne
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Translanguaging Practices and Perspectives: Case Studies from English-Medium Instruction in Swedish Schools2016Conference paper (Refereed)
    Abstract [en]

    This presentation addresses language alternation in English-medium instruction (EMI) lessons as related to the concept of translanguaging, with a focus on the practices and perspectives of teachers and students in two Swedish schools offering EMI. The research questions were as follows:

    1) What patterns of language alternation can be found in the EMI classroom?

    2) What are the functions of language alternation in the EMI classroom?

    3) How do teachers and students view the use of English and Swedish in these classrooms?

    The studies, based in linguistic ethnography, included classroom observations and interviews with teachers and students in one elementary school classroom and one high school classroom, as well as the collection of artifacts (e.g. lesson plans). In the thematic analysis of the rich data, key concepts emerged, including the notions of affordances and constraints, agency and translanguaging.

    The results indicate that language alternation is viewed as an affordance, allowing access to subject content and subject-specific language. Additionally, language choices reveal teacher and student agency in the EMI lessons. Teachers and students may use Swedish and English based on school policy as well as de facto classroom policies, although perspectives on language choice vary. In the elementary school, peer collaboration in Swedish provides support for comprehension and facilitates communication. Use of Swedish is, however, seen by the teacher as a constraint when it resists classroom policies. In the high school, the practice of translanguaging is not explicitly promoted, but is nonetheless a strategic feature of EMI. 

    While this multiple case study may not be generalizable to all EMI, the results suggest broader implications in terms of how both implicit and explicit language policies are implemented in classrooms. Awareness of the possibilities presented by the process of translanguaging may provide educators with a meaningful tool for the development of bilingual pedagogies.

  • 2146. Toyota, Junichi
    et al.
    Hallonsten, Pernilla
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Kovačević, Borko
    The gerund and the infinitive as indicators of time reference2011In: ELLSIIR Proceedings, Vol. I / [ed] Jelena Vujić, Nenad Tomović, Belgrade: University of Belgrade Press , 2011, p. 325-333Conference paper (Refereed)
  • 2147.
    Traunmüller, Hartmut
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Analytical expressions for the tonotopic sensory scale1990In: Journal of the Acoustical Society of America, ISSN 0001-4966, E-ISSN 1520-8524, Journal of the Acoustical Society of America, ISSN 0001-4966, Vol. 88, no 1, p. 97-100Article in journal (Refereed)
    Abstract [en]

    Accuracy and simplicity of analytical expressions for the relations between frequency and critical bandwidth as well as critical-band rate (in Bark) are assessed for the purpose of applications in speech perception research and in speech technology. The equivalent rectangular bandwidth (ERB) is seen as a measure of frequency resolution, while the classical critical-band rate is considered a measure of tonotopic position. For the conversion of frequency to critical-band rate, and vice versa, the inversible formula z=[26.81/(1+1960/f )]–0.53 is proposed. Within the frequency range of the perceptually essential vowel formants (0.2–6.7 kHz), it agrees to within ±0.05 Bark with the Bark scale, originally published in the form of a table.

  • 2148.
    Traunmüller, Hartmut
    Stockholm University, Faculty of Humanities, Department of Linguistics.
    Articulatory and perceptual factors controlling the age- and sex-conditioned variability in formant frequencies of vowels1984In: Speech Communication, ISSN 0167-6393, E-ISSN 1872-7182, Vol. 3, no 1, p. 49-61Article in journal (Refereed)
    Abstract [en]

    Speech sounds, as heard by listeners, contain phonetic, personal, and transmission information. The differences between the formant frequencies of vowels spoken by men, women, and children show a fairly uniform tendency in several studies and languages, and they are regarded as personal quality differences. The differences between the sexes are mainly due to the descent of the larynx in males during puberty. The observed tendency in female/male formant frequency ratios is reproduced in a calculation taking into account the physiological consequences of larynx descent and assuming that the vowel specific neural commands to the articulators remain unchanged. The perception of phonetic quality is seen as a process of tonotopic gestalt recognition. The tonality (=critical-band rate) distances between the formants in phonetically identical vowels are claimed and shown to be invariant as long as they are smaller than 6 Bark. The absolute position of the formants allows personal variation. The tonality distance between the first formant and the fundamental is smaller in most vowels spoken by women than in those by men and children. As for the role of the fundamental in this connection, some alternative hypotheses are discussed.

  • 2149.
    Traunmüller, Hartmut
    Stockholm University, Faculty of Humanities, Department of Linguistics. Fonetik.
    Auditory scales of frequency representation1997Other (Other academic)
    Abstract [en]

    This is an on-line tutorial.

  • 2150.
    Traunmüller, Hartmut
    Stockholm University, Faculty of Humanities, Department of Linguistics. Fonetik.
    Clicks and the idea of a human protolanguage2003In: Fonetik 2003: PHONUM 9, 2003, p. 1-4Conference paper (Other academic)
    Abstract [en]

    In an earlier experiment, the effect of the speech rate of a short preceding or following context was manipulated in addition to the duration of a V, C or VC-sequence that carried a quantity distinction in Estonian words. In order to see to what extent and in which sense the observed perceptual effects are language dependent, the same stimuli were presented to Finns and a subset to Norwegians, representing languages with a different or smaller functional load of quantity distinctions. The results obtained with Estonian and Finnish listeners are compatible with a model of speech perception in which variations in speaking rate are reflected in the pace of an "inner clock" by which listeners measure segment durations. More ‘absolute’ and narrow scoped results obtained with Norwegians are compatible with such a model only if the inner clocks of listeners with a less demanding linguistic background are assumed to resist such influence to a higher degree.

40414243444546 2101 - 2150 of 2437
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